inspired to learn; nurturing the naturalistic learner

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GOC_2012 The 9 th Ball State University Greening of the Campus Conference, 18-21 March, 2012 “INSPIRED TO LEARN; NURTURING THE NATURALISTIC LEARNER” Robin R. Randall, AIA, LEED BD&C ABSTRACT: Every place and space we experience offers an opportunity to learn. Accepted educational research first theorized by social scientist author, Howard Gardner, shows that learners have eight multiple intelligences; visual, logical, intrapersonal, musical, body- kinesthetic, linguistic, interpersonal, and naturalistic. Every person has the capacity to learn in each of these strategies; however, some grow stronger than others due to our experiences, opportunities (or lack of opportunities) and environment. This discussion will focus on the eighth intelligence Naturalistic in the following format: Distinguish the characteristics of the naturalistic learner. Discover what qualities in the built environment inspire this learning strategy. Define and the characteristics of the “outdoor classroom”. Discuss future implications to curriculum delivery and environmental responsibility. First, the characteristics of a naturalistic learner will be defined relative to the eight multiple intelligences. Often interested in nurturing and exploring our environment, naturalistic learners are highly aware of even subtle changes to their surroundings. By documenting what activities stimulate curiosity and the retention of information, we start to understand the importance of the natural environment. Second, using the university campus as our context, we will examine the design of outdoor spaces to prompt unstructured learning, embrace individual and group study, and create value and compassion for sustainability. Third, we’ll explore the definition of “outdoor classroom” and what key elements motivate active, passive and spontaneous learning. How do climate, regional vegetation, and campus planning affect the definition and modify the criteria? When traveling between point A & B, the path chosen can offer surprising educational opportunities if architects provide the palette. Lastly, we will discuss the future implications of customized learning environments for strengthening naturalistic learning. Touching, tasting, and enhancing each daily routine can support the interface with nature both consciously and subconsciously. Documenting these and other possibilities will give designers a catalog of possibilities to communicate with clients and effect learning outcomes. Learning is the objective, translating the abstract into action will be the environmental benefit. Keywords: Naturalistic Learner, Outdoor Classroom, Curriculum, Campus, and Landscape

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Page 1: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

“INSPIRED TO LEARN; NURTURING THE NATURALISTIC LEARNER”

Robin R. Randall, AIA, LEED BD&C

ABSTRACT: Every place and space we experience offers an opportunity to learn. Accepted

educational research first theorized by social scientist author, Howard Gardner, shows that

learners have eight multiple intelligences; visual, logical, intrapersonal, musical, body-kinesthetic, linguistic, interpersonal, and naturalistic. Every person has the capacity to learn in

each of these strategies; however, some grow stronger than others due to our experiences,

opportunities (or lack of opportunities) and environment.

This discussion will focus on the eighth intelligence – Naturalistic – in the following format:

Distinguish the characteristics of the naturalistic learner.

Discover what qualities in the built environment inspire this learning strategy.

Define and the characteristics of the “outdoor classroom”.

Discuss future implications to curriculum delivery and environmental responsibility.

First, the characteristics of a naturalistic learner will be defined relative to the eight multiple

intelligences. Often interested in nurturing and exploring our environment, naturalistic learners are highly aware of even subtle changes to their surroundings. By documenting what activities

stimulate curiosity and the retention of information, we start to understand the importance of the

natural environment.

Second, using the university campus as our context, we will examine the design of outdoor spaces

to prompt unstructured learning, embrace individual and group study, and create value and

compassion for sustainability.

Third, we’ll explore the definition of “outdoor classroom” and what key elements motivate

active, passive and spontaneous learning. How do climate, regional vegetation, and campus planning affect the definition and modify the criteria? When traveling between point A & B, the

path chosen can offer surprising educational opportunities if architects provide the palette.

Lastly, we will discuss the future implications of customized learning environments for

strengthening naturalistic learning. Touching, tasting, and enhancing each daily routine can

support the interface with nature both consciously and subconsciously. Documenting these and

other possibilities will give designers a catalog of possibilities to communicate with clients and effect learning outcomes.

Learning is the objective, translating the abstract into action will be the environmental benefit.

Keywords: Naturalistic Learner, Outdoor Classroom, Curriculum, Campus, and Landscape

Page 2: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Multiple Intelligences

Intelligence Evaluation Harvard Professor and social scientist, Howard Gardner, developed the theory of multiple intelligences in

response to standardized testing development and the “Bell Curve” (Herrnstein and Murray, 1994) analysis of

intelligence. (Gardner, 1999) “Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.”(Gardner, 1999)

His theory is now an accepted account of human cognition in its fullness and a new definition of human nature.

Each of us is a unique blend of the following identified intelligences: visual, logical, intrapersonal, musical,

body-kinesthetic, linguistic, interpersonal, and naturalistic. This list is continuously challenged, checked and added to as cognitive research continues. Refer to the websites: http://www.howardgardner.com,

http://www.thomasarmstrong.com, for current activities and scholarly thinking related to Multiple Intelligences.

Intelligence Development We are all born capable of learning in each of the intelligences, strengths and weaknesses develop due to

societal influences, environmental factors, natural talents and physical and mental development. Which

intelligences thrive and grow depends on what is valued and nurtured by those around us. When the actor, Matt Damon, marched on Washington D.C., with his mother and Save Our Schools (Damon, 2011), he spoke about his

unique blend of intelligences. “As I look at my life today, the things that I value most about myself, my

imagination, my love of acting, my passion for writing, my love of learning, my curiosity, all of these things came from the way I was parented and taught. And none of these qualities that I just mentioned and prize so deeply and

have brought me so much joy, that have made me so successful even, none of these qualities that make me who I

am can be tested. I am an individual puzzle that my teachers took the care to find out who I was and they unlocked my potential.”

Intelligence Timeline Multiple Intelligence research originated to provide an alternative to analytical evaluation of the student age

group, but intelligences ebb and flow over a lifetime of stimuli. Maria Montessori, while known for her research

in early childhood education, developed a comprehensive model that included learners grouped in the following

age groups or learning planes. Birth to six years of age is the period of absorbent minds acquiring language, assimilating order, refining sensory perception, and developing social behavior. Six to twelve years of age is the

period of formation of intellectual independence, of moral sense, and of social organization including the powers

of imagination and reason. Twelve to eighteen years of age is the period of development of a sense of justice and

a sense of personal dignity. Eighteen to twenty-four years of age, the average college student age, is the period to embrace the study of

culture and the sciences in order to influence and lead civilization. She observed that a need for economic

independence and vision of self contribution to society developed during this period. (Montessori, 1994) Cognitive development and aging research shows that active use of our intelligences keep us engaged and helps

us contribute to society. Campuses are used by all age groups and learners and can provide stimuli for all

intelligences no matter what age.

The Naturalistic Learner

Environment – “The Third Teacher” The physical environment is crucial to learning – it affects our abilities, interests and can create barriers to

learning. Pioneering Italian teacher and psychologist, Loris Malaguzzi founded the Reggio Emilia and coined the

phrase, “The Third Teacher” to describe the educational environment. (OWP&P, 2009). Learners create meaning

and make sense of their world through environments that support complex, varied, and sustained experiences and vary in scale from large atelier spaces to small group studios to reading nooks for individual comfort. Innovative

designs further inspire learning through inquisitiveness and intrigue. Since every environment we experience has

the potential to be a learning environment, designers need to be educated to maximize all of our learning potential.

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Traits of Naturalistic Intelligence Interested in nurturing and exploring their environment, naturalistic learners are highly aware of even

subtle changes to their surroundings. Seasons, temperature, color, vegetation and habitation affect the senses

and information is stored for later evaluation and categorization. Some naturalistic learners have been

described as having a sixth sense, knowing when natural disasters are coming; an early warning system.

(Louv, 2011). This “hyper” awareness to the natural environment creates a yearning to be outdoors to help

clear and focus the mind. Valuing the eco-system, caring for the flora and fauna, gathering data about the

order of the world around us; make those with strong naturalistic intelligences leaders in the environmental

movement.

Finding patterns and relationships in nature, naturalistic learners may be interested in subjects such as

botany, biology, zoology and conservation. Typically good at categorizing and cataloging information,

learners may spend hours dissecting heredity characteristics or studying leaf formations and topographic

maps. Aware of nature above all other things, the Naturalistic Learner develops a personal relationship with

the outdoor environment and may prefer communing with nature one on one in areas with no other signs of

civilization. During our prehistory, hunter-gatherers would rely on naturalist intelligence to identify what flora and fauna

were edible, as well as which were not. Today, naturalist intelligence may be seen in the way we relate to our

surroundings and the role that each part of our surroundings plays. (Louv, 2011) To further define the Naturalist Intelligence, see the appendix page entitled Characteristics of Naturalistic Intelligence.

Naturalistic Leaders Led by their strong naturalistic intelligences, Ralph Waldo Emerson, David Thoreau, John Muir, Rachel

Carson, among others, each created paradigm shifts in environmental responsibility. Their compassion and

awareness of changes in the environment, incited a call to action, to change the way society values the natural world. Charles Darwin and John James Audubon recognized the value of comparing characteristics and

documenting nature through beautiful illustrations. Architects and designers are inspired by nature to create

environments in harmony with their surroundings.

“I believe in God, only I spell it Nature," wrote Frank Lloyd Wright. "Nature is my manifestation of God. I go

to nature every day for inspiration in the day's work. I follow in building the principles which nature has used in

its domain." (Wright, 2005) Janine Benyus (Biomimicry), William McDonough (Cradle to Cradle), and

Amory Lovins (Natural Capitalism) are present day environmental activists and authors inspired by their

Naturalistic Intelligences. The list of leaders is long and there is an urgency to continue to add to that list by

supporting Naturalistic Learning at all ages.

Nature Deficit Disorder Richard Louv’s book, Last Child in the Woods, spawned an international movement to reconnect kids and

nature. He coined the term “nature-deficit disorder” to describe the human costs of alienation from nature listing: diminished use of senses, attention difficulties, and higher rates of physical and emotional illness. His new book,

“the Nature Principle” delivers another powerful call to action, this time for adults. “The future will belong to the

nature smart, those individuals, families, businesses, and political leaders who develop a deeper understanding of the transformative power of the natural world and who balance the virtual with the real. The more high-tech we

become, the more nature we need.”(Louv, 2011)

University age students are at risk; digital learning, social networking and general fascination with technology

need balance. Architects and designers can help provide opportunities in campus design for natural alternatives. Exterior pedestrian connections between campus buildings are the network of possibilities we create. When

traveling between point A & B, the path chosen can offer surprising educational opportunities if architects provide

the palette. “Albert Einstein and Kurt Gödel used to famously, every single day, take walks in the woods on the Princeton campus. They knew that when truly present in nature, we use all our senses at the same time, which is

the optimum state of learning.” (Louv, 2011)

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Quality Stimuli

Designed Environment There are few places untouched by some form of design. Even what is considered “natural” has been

rehabilitated, intentionally designed to look natural. As we design these environments, thoughtful placement of

stimuli, a riot of colors and textures, can create a supportive environment for the Naturalistic Intelligence. These stimuli include: plant life, scale of learning, sense of enclosure, music of nature, linguistic reflections, change in

elevation, edible landscape, and therapeutic qualities. Integration of these stimuli provides support for primary

naturalistic learning and secondary additional intelligences. Strengthening all intelligences through the

environment is the goal of the “Outdoor Classroom”.

Plant life The natural patterns, colors and textures of plant life stimulate the Naturalistic Learner. Education comparing

proportions, variety, pollination, native and regional adaption employ plants as primary educators. In the book,

“Biomimicy;Innovation Inspired by Nature”, Janine Benyus describes how nature is a model, measure and

mentor. By examining the systems of nature students discover processes to solve human problems, e.g., a solar

cell inspired by a leaf’s photosynthesis.

Scale of learning Absorption and retention of information can depend on the venue of delivery and whether the experience is

individual or shared. Variety of scales and proportions offers both intentional and spontaneous opportunities.

Intrapersonal learners may prefer individual reflection or small group learning, while interpersonal social learners need the discussion and feedback of a larger group.

Small Group Learning Individual Reflection Large Group Sharing

Sense of Enclosure Protection from the elements, quality of natural light, framing a view or vista, and create a sense of enclosure

that can encourage learning. Designing places intentionally which delight in shape and orientation inspire inquiry.

Page 5: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Music of Nature “When you bird by ear, you learn that there’s a whole life story going on out there that you can’t just see.”

Listening to surroundings, fully using our senses improves our cognitive capacity (Louv, 2011). Designing space

with attention to acoustical stimuli broadens our palette to include water features and bird habitats and human

laughter. Providing places to sit and listen to the symphony of natural sounds can help clear and focus the mind.

Linguistic Reflection Didactic landscapes provide literal educational opportunities through reading the labels of specimens or

narratives descriptions. Poetry, quotes and dedications inspire reflection and contemplation. A quiet place to sit and read can nurture the naturalistic linguistic learners in our midst.

Change in Elevation Movement through the landscape, changing levels forces a different perspective on learning. Stairs, ramps,

bridges, tree houses, and site walls change our point of view. Challenge a transition to become a teaching device and motivate the body kinesthetic and natural intelligences

.

Edible Landscape “People think of the mind as being located in the head, but the latest findings in physiology suggest that the

mind doesn’t really dwell in the brain but travels the whole body on caravans of enzyme, busily making sense of the compound wonders we catalogue as touch, taste, smell, hearing, and vision.” (Ackerman, 1991)

Understanding where our food comes from, what plants need to grow and thrive, how to organically solve pest

problems, when to plant and harvest, is knowledge pivotal for human survival.

Page 6: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Therapeutic Qualities “There is a strong body of research confirming that direct contact with nature increases mental health and

psychological and spiritual development. Benefits include stress reduction, a sense of coherence and belonging,

improved self-confidence and self-discipline, and a broader sense of community” (Ulrich, 2000) Connecting the exterior with the interior through views, paving patterns, colors and textures, enhances learning and health.

No limits What is the definition of an “outdoor classroom”? Simply a place outside that invites learning; it could be

anywhere our imaginations take us. What if every indoor classroom had a correlating outdoor classroom? Of course there are real limits; budget, schedule, location, terrain, climate, stormwater management, access,

technology, and material limits. Proceed with optimism; what follows is a collection of projects of all scales and

types that is meant to inspire both clients and designers to create their own definition of an “outdoor classroom”.

Typologies of “Outdoor Classrooms”

Kit of Parts Applying the stimuli described above to the concept of an outdoor learning environment invites a collection

of Typologies; Quadrangle, Crossroads, Teaching Tool, Nature Walk, Reflection and Intervention. Interviews

were conducted with design professionals to capture the essence of purpose, client involvement, funding sources and design process for each of the examples illustrated. (Appendix) Reaching for the definition of design

excellence all examples contain elements that touch the spirit of learning – true inspiration.

To further communicate and “define character and tone” and “assist clients in the development of plans for

new and existing campuses,” Ayers Saint Gross has established a website entitled “Campus Kit of Parts. (Ayers Saint Gross, 2012) The categories include: Amphitheaters, Bike Racks, Bollards, Fountains, Gates, Lighting,

Pathways, Plantings, Plazas, Quadrangles, Receptacles, Recreational Fields, Sculpture, Seating, Signage, Site

walls, Stairs + Ramps, Stormwater Management, Streetscapes and Trees. I invite conference attendees to visit this interactive resource for Campus Design and comment on the collection.

The design process for each of the typology examples shown reaches beyond the sum of their parts to spark

inspiration and learning for the naturalistic learner and beyond. How is the space used? Do students feel

comfortable spending time in the created environment? Does the university’s curricula engage the learning environment? These are the true tests of a successful “outdoor classroom”.

Page 7: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Quadrangle

Description When we think of campus planning and design, the traditional centerpiece or front lawn is the Quadrangle.

How can this space transform /activate to educate a naturalistic learner? A simple first step can be to literally

move the classroom outdoors. Just being in nature through passive absorption, feeling the breeze, listening to the birds, our attention span enlarges. Stress levels lower and we can focus even on a traditional lecture delivery

more easily.

DePauw University At DePauw University in Green Castle, Indiana, a small intervention made a huge change. Ayers Saint Gross

created a Campus Master Plan in 2009. Jonathan Ceci, Director, Landscape Architecture Studio at Ayers Saint

Gross described the process. “We created a phased plan which included restoring the east lawn by removing existing non-native plantings which screened views of historic East College. The initial phase of the restoration

included small interventions; a pruning program to improve tree architecture, removal of select trees to improve

views across and within the space, and the addition of pedestrian comforts and outdoor classroom infrastructure

such as Adirondack chairs, blackboards, and benches. A second phase included a planting program to ensure future generations of tall healthy canopy trees. A future phase is to revitalize this central campus open space,

including the creation of a new amphitheater, a recreational field, a constructed wetland and water garden using

harvested stormwater and a new student dining hall which will draw students and faculty into the core of the campus throughout the day and help to create a better defined space.” (Ceci interview, 2012)

Now professors and student groups compete for use of the quad and more formal ceremonies such as the

University President’s inauguration take place in the bucolic setting. “There is a new vibrancy, new classes were added to the core buildings in the area, the biology classes identify plantings and examine leaf characteristics

around the quad. The picture shows a meeting of the grass roots initiative to support DePauw in becoming carbon

neutral.” (Ceci interview, 2012) Individual donors funded this small intervention which has added value in

campus recruitment.

Figure 1. Ayers Saint Gross – Outdoor Classroom at DePauw University – photo from Ayers Saint Gross

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 2. Ayers Saint Gross – DePauw University Master Plan – illustration from Ayers Saint Gross

Emory University At Emory University, Ayers Saint Gross created a master plan in 1998 and updated the plan in 2005. “Both

plans will guide the physical development of Emory’s campus over several decades. They address programming,

land use, architectural massing, design guidelines and implementation strategies for all campus facilities. Emory

University has been transformed from an auto-dominated campus to one that is pedestrian-friendly, green and unified.” Jonathan Ceci, Director, Landscape Architecture Studio at Ayers Saint Gross described the process.

(Ceci interview, 2012).

The Freshman Housing Village Landscapes illustrated below is a 7-acre complex consisting of 10 new

buildings and multiple campus landscapes, including courtyards and active recreational spaces. The landscape design for the Village accommodates a range of activities, from individual dorm events to outdoor lectures. Using

interesting landscape features for stormwater management and water-efficient planting strategies, each project is

designed to meet LEED silver. (Ayers Saint Gross website, 2012) Part of the environmental stewardship program promotes healthy eating choices both in the dining hall and in

the individual group residential kitchens. Organic gardening has been discussed in the outdoor classrooms, to

provide an immediate food source and urban farming education.

Figure 3. Ayers Saint Gross – Emory University; Freshman Residence Community – photo from Ayers Saint Gross

Page 9: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 4. Ayers Saint Gross – Emory University; Freshman Residence Community – image from Ayers Saint Gross

Figure 5. Ayers Saint Gross – Emory University; Freshman Residence Community – image from Ayers Saint Gross

Page 10: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

University of Minnesota The Wall of Discovery at University of Minnesota provides an outdoor museum display noting Alumnae

achievement. Notes, charts and artwork created by the visionaries while at the University of Minnesota provide

inspiration to the passersby. (Ayers Saint Gross website, 2012)

Figure 6. Wall of Discovery at University of Minnesota – photo from Ayers Saint Gross

Wheaton College The Wheaton College Science Center in Wheaton, Illinois, by FGM architects and Payette Associates

includes an outdoor classroom located in a sheltered shaded turf area with stone seat walls near the building. Joe

Chronister, Director of Higher Education at FGM, sees potential for a variety of uses for the classroom. “While the outdoor classroom was not originally part of the program, the opportunity evolved due to the L-

shaped building and campus circulation. The departments of natural sciences, applied health and computer

sciences are all housed here along with a science museum. Use is mostly impromptu, but museum visitors could

have more structured events there. It is definitely seen as a campus amenity.” Hitchcock Design Group was the landscape architect and they integrated eight landscape typologies around the building for botany education.

Plantings are labeled and provide a variety of colors and textures. Geology boulders were placed within the

landscape in secondary areas. (Chronister interview, 2012)

Page 11: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 7. FGM Architects – Wheaton College Science Center – image from FGM Architects

Figure 8. FGM Architects – Wheaton College Science Center – photo from FGM Architects

Page 12: Inspired to Learn; Nurturing the Naturalistic Learner

GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 9. FGM Architects – Wheaton College Science Center – photos from FGM Architects

Figure 10. FGM Architects – Wheaton College Science Center – image from FGM Architects

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 11. Michael Van Valkenburgh Associates - Princeton University Campus – image from MVVA

Princeton University As an institution, Princeton University has long recognized the value that an engaging campus setting can add

to a student’s education. After working as a subconsultant on a comprehensive master plan for the Princeton

Campus, Michael Van Valkenburgh Associates worked with the university to develop a 10 year plan for

landscape projects that would create a greater sense of continuity, bridge gaps between new building programs,

restore aspects of the historic landscape, and improve campus ecology, landscape resilience, and stormwater management. This plan has been undertaken in phases while MVVA has also designed numerous landscapes that

are associated with new buildings. (MVVA website, 2012)

The office of MVVA completed the questionnaire and shares the following: “The client for the master plan is Princeton University and the intended user group is the larger community. Collaboration with the client is

ongoing. Community outreach is ongoing as well and was an important part of the Master Planning process. One

of the goals of the larger plan is to encourage connections to the surrounding community. The plan encourages flexibility of spaces, creating the potential for multiple different types of unplanned uses.

“Students live, eat, and study on campus, so a big focus has been on improving the experience of cross-

campus connections and addressing concerns about the landscape identity you encounter at the periphery of

campus. Like many campuses, Princeton has undergone multiple waves of growth, including buildings that are much bigger and closer together than in the historic core. The idea was to find new models for growth that could

be effectively integrated into a well-loved historic landscape.

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

“Once the plan is fully implemented, the campus landscape will feel more unified, better maintained, and

there will be fewer conflicts with cars. This rehabilitation and transformation will benefit students, visitors,

faculty, staff, and alumni. The ecology of the campus will feel more connected and will thrive with new approaches to soils and landscape maintenance. Additionally, the effects of improved stormwater management

will offer benefits to the region. A well-maintained campus is always helpful in campus recruitment – the

portions of the Landscape Plan that have already been realized, including landscapes associated with Elm Drive, the Striecker Bridge, Butler College, Whitman College, and the new Chemistry building, as well as numerous

other projects, have already improved the campus landscape experience.

“Improvements to cross-campus circulation encourage a greater engagement between different areas on

campus. Rehabilitation of historic courtyards, and the construction of new residential courtyards, has added to the smaller social spaces available to students on campus. The connection to the woodlands and to the adjacent

township will also be strengthened, encouraging greater engagement with the community that surrounds the

university. “There is a balance struck between the way that the landscape engages the architecture of the building

(Princeton has multiple different styles on its campus and frequently invites internationally recognized architects

to design new buildings), and overall character and continuity of the campus landscape as a whole.

“Princeton has begun to develop programs for monitoring and engaging with the sustainable initiatives on campus including those measures taken to mitigate stormwater. Monitoring is coordinated by the Office of

Sustainability and is ongoing.

“The plan draws many different funding sources, including landscape budgets associated with buildings and funding for stand-alone landscapes. For the most part, both draw from a larger pool of capital funding that is

raised through donations.

“Like many venerable campuses in the northeastern United States, the change of seasons is accentuated through a tapestry of dramatic fall color, bare branches and evergreens in the winter, and a profusion of spring

blooms. Following a long-standing design tradition on campus, seasonal interest is created through trees and

shrubs, rather than flower beds or other garden-scale detail. An emphasis is placed on the selection of plant

material that flower in the spring and or have fall color and winter appeal as opposed to summer blooming plants, so the seasonal interest is able to be enjoyed by the students during the portion of the year while they are on the

campus. The plan also aims to accommodate things like winter weather and snow-removal, modifying paving

dimensions and materials to ensure that access could be maintained without damaging the landscape.” (MVVA questionnaire, 2012)

Along Olden Street, at the eastern edge of the Campus, MVVA has worked in conjunction with Tod Williams

and Billie Tsien in the design of the Andlinger Center for Energy and the Environment (ACEE), which will begin construction in 2012. Strategically integrated into a dense area of the campus, the landscape and the architecture

of the new center are tightly interwoven, creating a series of small courtyard garden spaces that overlap and

mingle with the building’s architecture to create building volumes more sensitive to the campus fabric and

neighboring buildings. (MVVA website, 2012)

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Figure 12. Michael Van Valkenburgh Associates – Anlinger Center; Princeton University – illustration from MVVA

Figure 13. Michael Van Valkenburgh Associates – Anlinger Center; Princeton University – photo from MVVA

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

Figure 14. Michael Van Valkenburgh Associates – Anlinger Center; Princeton University – illustration from MVVA

Crossroads

Description Circulation between academic buildings is the essence of campus planning, evaluating the best path

connection. When traveling between classes, the intersection of the path requires us to interface, ‘bump into’

others, and share our space and thoughts. Collaborate spontaneously in an outdoor setting? Sounds like an

opportunity for an ‘outdoor classroom’ – the following three examples of campus crossroads all provide the necessary stimuli to support Naturalistic and all learners.

Cornell University Bailey Plaza on Cornell University’s campus had been a parking lot that fell geographically between two big

quad spaces, Arts and Agriculture. Designed by Michael Van Valkenburgh Associates, the office answered the

questionnaire in the following way: “The idea was to create a crossroads and a meeting ground between these

two schools within the campus. Cornell has a very dramatic setting, perched between two gorges, but the campus itself is relatively typical, with large lawns and specimen trees. The idea of Bailey Plaza was to bring some of the

drama and the color of the surrounding regional landscape into the heart of the campus while also creating a

comfortable space for sitting by yourself or with others.”

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GOC_2012 – The 9th Ball State University Greening of the Campus Conference, 18-21 March, 2012

“The client was the Facilities Department at Cornell, but the selection committee was comprised of

administrators, faculty, and students. The selection committee had a very active voice in the design process. The

intended user group is the campus community. Additionally, since Bailey Hall is the location where most major campus lectures are held, it was assumed that Bailey Plaza had an additional role as a public face for the campus.”

The space is very flexible in its layout, the idea being that there would be ample space for students crossing

between classes, students hanging out and studying, or meeting friends, and also larger gatherings that might relate to things going on inside the hall, or might be events unto themselves. To this degree, there is a fair

amount of latitude for unexpected uses.”(MVVA questionnaire 2012)

Figure 15. Michael Van Valkenburgh Associates – Bailey Plaza; Cornell University – illustration from MVVA

“The Plaza is mainly hiatus space and gathering space for the campus. It is not specifically used as curriculum space, although the generous size of the benches could encourage small study groups or seminars to

meet there. The space is a huge aesthetic improvement over its predecessor, with only minor inconveniences

created for the individuals whose designated parking had to be moved to a different lot. The space also speaks to Cornell’s aspiration to be a unified community, rather than a loosely related assembly of individual schools.”

“The landscape uses native plants and small trees to make the space more comfortable and also to allow it to

stand out a bit within the plant palette of the larger campus. The stone that is used for paving is locally sourced and the stone for the fountain is regionally sourced, so there is an authenticity in the material selection. In terms

of social engagement, the entire plaza is a kind of mixing chamber where you can meet your friends and others

within the community within relaxed, naturalistic setting.”

“There is a complementary relationship between Bailey Plaza and Bailey Hall. The irregular naturalism of the landscape plays off the symmetry, axiality, and austerity of the neoclassical façade. The grand staircase that

fronts the building is incorporated into the layout of the landscape, connecting into in a ring of seating that goes

around the central portion of the plaza, inviting sitting, studying, hanging out, and people-watching. The project was funded as a stand-alone project, and was undertaken after a major renovation of the building was nearly

completed.”

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“Fall and spring are stand-out seasons in the plaza, mainly due to the native plants palette. Ithaca is very cold

in the winter, so there is less use during that time of year, although the selection of wooden seating was meant to

encourage as much cold-weather use as possible. The summer is a much slower time in the plaza, but that has mainly to do with the academic calendar than with a specific element of the landscape design.”(MVVA

questionnaire, 2012)

Figure 16. Michael Van Valkenburgh Associates – Bailey Plaza; Cornell University – photo from MVVA

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Figure 17. Michael Van Valkenburgh Associates – Bailey Plaza; Cornell University – Photo from MVVA

Case Western Reserve University The Tinkham Veale University Center at Case Western Reserve University in Cleveland, Ohio, is a building

located at the campus crossroads. Ralph Johnson, Principal of Perkins + Will, provided some insight to the design process and outdoor learning environments. “Case Western Reserve University's 2005 master plan identified the

need for a strong physical and functional campus center to deemphasize and eliminate the physical and

physiological boundaries that exist between its two historical campuses. The site identified to fulfill these needs

occupies a prime open space at the center of the campus easily accessible from the Case Quad, North Residential Village, South Campus and the future West Quad.

“The design of the new Tinkham Veale University Center packages a multi-functional, dynamic and

community-focused facility in a two-story building that minimizes its encroachment into the existing facilities while still creating a system of interconnected pathways that connect building to building and indoors to outdoors.

A variety of scales of outdoor spaces developed including an amphitheater, play field over the underground

parking lot, dining area, and student activities/meeting area. “The “always open” aspect of the university center will take advantage of the building's central location on

campus and offer facilities that unite and engage the surrounding university population. Building functions,

broken down into social/cultural, meeting/event and food/ beverage categories will provide intersecting yet

defined public spaces, four quadrangles, for socializing, collaborating, studying and relaxing. “The University Center is designed to provide for informal and formal gathering for undergraduates,

graduates, faculty, staff and the community unlike any building that currently exists on campus. The new

university center will be a model of environmental stewardship through its design, construction and operation. The building and site are designed to meet or exceed LEED silver standards. Landscaping on the site is simple,

uncluttered, an open palette, to allow view vistas to sculpture.” (Johnson interview, 2012)

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Figure 18. Perkins + Will – Student Center at Case Western Reserve University – illustration Perkins + Will

Figure 19. Perkins + Will – Student Center at Case Western Reserve University – illustration Perkins + Will

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Figure 20. Perkins + Will – Student Center at Case Western Reserve University – illustration Perkins + Will

California Polytechnic State University A Fibonacci curve spirals into the middle of the Engineering Plaza at California Polytechnic State University,

San Louis Obispo, CA. The buildings frame a crossroad plaza on campus that inspired a visual lesson for future

engineers and naturalistic learners. Jeffrey Gordon Smith, founder and principal designer for JGS Designs, a landscape architecture firm located in Pismo Beach describes his design process. “I believe that landscapes have

the power to tell stories, create a shared experience, and promote communication.

“When I first spoke with the folks from the College of Engineering, we talked about how the plaza presented an opportunity to not only unify the facilities themselves, but also foster conductivity and interdisciplinary

collaboration. As a guiding element, we selected the Fibonacci series spiral, or golden mean, as the representation

of engineering knowledge. Because the plaza is roughly shaped like California, we incorporated representations of

the five regions of the state: the Central Valley, Coastal Zones, the Sierras, and Northern and Southern California. “The spiral emanates from the center of the State and the heart of the College of Engineering. The

logarithmical growth of the Fibonacci series and spiral serves to link the neighboring buildings—and,

symbolically, the reaches of California—in a spiral of knowledge that keeps expanding outward. The plaza represents a lifetime dream of mine. I hope it will serve as an outdoor lab, a place for students to explore and

discover their own stories. I’m very proud, especially as a fellow Cal Poly alumnus, to be a part of this unique

project.” (Cal Poly State University, 2012)

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Figure 21. California Polytechnic State University – illustration from Cal Poly Website

Figure 22. California Polytechnic State University – photo by Dennis Steers, Cal Poly

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Figure 23. California Polytechnic State University – photo by Ren Mar Photography

University of Minnesota at Duluth Completed in 2006, the Swenson Science Building at University of Minnesota at Duluth by Ross Barney

Architects is situated at the crossroads of the main corridors through the 244 acre campus. Carol Ross Barney,

Founder and Principal of Ross Barney Architects described the site and building design. “The site creates a link

between the academic and residential areas of the campus. Housing the Chemistry, Fresh Water Research and

Biology Departments the building spans an entry roadway creating a gateway to campus. “The building hallways provide an interior connection for the campus to circulate in the wintertime and are

color coded. Sustainable and native materials were used on the building and landscaping including brick, taconite

stone and wood. The orientation and building diagram tell a story of connection to the site and user group organization. It is a landmark on campus that most of the students traveling to their dorms enter whether they

have classes in the building or not.

“A two-story space at the intersection of the research and teaching labs serves as an interaction space for students, faculty and staff. The space is marked with a forty foot high light collecting element. A picture window

opposite the element, looks toward the port of Duluth and Lake Superior as well as the new outdoor water

resources research classroom. Major research on wild rice pollination and nutrient cycling is done in the outdoor

classroom. The exterior spiral stair provides direct access from interior classrooms to the outdoor research lab. Oslund and Associates collaborated on the project as Landscape Architects. (Ross Barney Interview, 2012)

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Figure 24. Ross Barney Architects – Swenson Science Building; UMD – Illustration from Ross Barney Architects

Figure 25. Ross Barney Architects – Swenson Science Building; UMD – Photo by Steve Hall Hedrich Blessing

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Figure 26. Ross Barney Architects – Swenson Science Building; UMD – Photos by Steve Hall Hedrich Blessing

Figure 27. Ross Barney Architects – Swenson Science Building; UMD – Photos by Steve Hall Hedrich Blessing

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Teaching Tools

Description

“I hear and I forget. I see and I remember. I do and I understand.” Old Chinese Proverb

Outdoor Classrooms can provide active learning spaces that are teaching tools connected to curriculum.

Lessons provided for the naturalistic learners and beyond include examples in civil engineering principles, artistic expression, conservation and urban gardening.

University of Minnesota at Duluth Also located on the UMD campus and designed by Ross Barney Architects, the new Civil Engineering

Building was completed in 2010 and overtly challenges viewers to be inquisitive and learn. Carol Ross Barney,

Principal and Founder of Ross Barney Architects, explains the design process. “We talked to the client about the

building as instructional pedagogical tool, displaying systems, storm water collection, precast erection, iron ore

extraction and refinement to name a few. This building is about what we do and where we sit on the planet.” (Ross Barney interview, 2012)

Charles Linn describes the project in Architect Magazine, “If you want to teach someone, total immersion in a

lab is often better than lectures in the classroom, and the LEED Gold Civil Engineering Building at the University of Minnesota Duluth campus is the very embodiment of this idea. It gave the team at Chicago-based Ross Barney

Architects many opportunities to design teaching moments into the 35,300-square-foot building, allowing it to

serve as a living laboratory for students. “Steel members and mechanical systems are left exposed throughout. The structural and hydraulics labs—

which are enclosed in glass so that students can observe experiments even when not in class—are more than 30

feet high, and equipped with gantry cranes. These rooms use thermal-displacement ventilation, so little of the

volume of the room is actively conditioned. “Sustainability has also become a core part of the curriculum, and there is much here for the budding engineer

to observe. For example, the building’s oversized scuppers are made from cypress recycled from pickle vats.

These are not just for show. After a rain, water pours from them into Cor-Ten steel drums. The water is filtered through taconite, a local stone used in iron-ore production, and stored for use as graywater.” (Linn, 2011)

Stormwater management building lessons abound in this project’s tool box. The site straddles two water

sheds so the design team worked hard to capture and treat 90 percent of the site’s average precipitation. “An intensive green roof with a mixture of sedum and native prairie grasses planted in 6 inches of soil covers more

than thirty percent of the roof area. The precast erection lesson includes exposed jointing patterns following

slotted window locations and the south wall of the lab retains the tilt up braces and kickers used to support the

panels during construction.” (Ross Barney Architects website, 2012)

Figure 28. Ross Barney Architects –Civil Engineering Building; UMD – Illustration + Photo by Kate Joyce Studios

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Figure 28. Ross Barney Architects –Civil Engineering Building; UMD – Photo by Kate Joyce Studios

Figure 29. Carol Ross Barney – UMD Civil Engineering Building – photo by Kate Joyce Studios

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Carnegie Mellon University The Kraus Campo at Carnegie Mellon University in Pittsburgh, Pennsylvania, is the work of Michael Van

Valkenburgh Associates collaborating with conceptual artist Mel Bochner. MVVA answered the questionnaire in

the following way: “The garden is one of experience and image; a precisely detailed and complex space at

ground level and a visual composition for the buildings that look down on it. The client is the university and the

intended user group is the campus community. The client and the donor participated in the design process. “The space can be accessed from the campus and from the surrounding buildings. The program is very open-

ended and it is meant to open up a range of possible uses, rather than dictating just a few. Although this is

probably more of a metaphor than an actual curriculum idea, the artist’s thought was that the narrow winding paths within the garden were representative of the Socratic method – imagine a small group, guided by a

professor, wandering and re-looping through the garden, coming to their own fundamental insights about the

matter at hand (the wall quote, which is backwards, is from a text by Witgenstein). “The gathering area and sitting platform, the “Campo”, is something that you happen upon as you walk

through the space. The monumental French curve, with its randomly generated and rotated grid of numbered

tiles, is the artist’s enigma, perhaps related to his own training as a conceptual artist in the art school that

overlooks this space. Intended to be funny, wry, and profound, it also possesses practical value as a generously sized social space, abstract associations as the tool capable of generating the curves of the paths, and symbolic

significance in its relation to the work of architects and artists (two of the schools that frame the courtyard).

“By not employing the planters that are more typical of these spaces, the Kraus Campo makes the rooftop feel less like a rooftop and more like a substantial landscape space. The rolling topography of earth and carpet of

plants overcome the flatness of the rooftop. The planting design is a dense mosaic of a limited variety of plants

that creates contrast in color and texture over multiple seasons of the year. Although they were all planted at

roughly the same size, the microclimate of the partially enclosed rooftop has spurred growth in the taller species, creating an increasingly pronounced surface topography. As the plants reach their mature heights they will

obscure the path ahead. The maintenance regime for the garden is designed to reinforce the sense of a

continuously rolling tapestry of plants. “Passing someone going the opposite direction along the relatively narrow path would require making eye-

contact and perhaps exchanging a greeting. Unlike most benches, which are all edge, the depth of the Campo

means that it can be used in multiple different ways for different groups, as performance platform, but also sitting edge. The distinctive shape of the Campo, the text on the wall, and the rotated grid of numbers all encourage

discussion and speculation, among friends and among strangers.

“It is a rooftop garden, which means its edges and support are architecturally defined. The architectural

ordering is not represented in the landscape – instead the landscape, with its orange curvilinear pathways, polychromatic foliage, and sculpted topography represents a release from the orthogonal geometry and the muted

color palette of the surrounding buildings.

“In a larger sense, engagement in the landscape is always a kind of hands-on learning, the same with exposure to art, particularly in an environment where the art is all-inclusive rather than stand-alone. Although MVVA

worked closely with the architects of the underlying structure, and were contracted to them for a portion of the

work, it was Jill and Peter Kraus who funded the art and the landscape as a gift to Carnegie Mellon University. As with most cold climate gardens, it is sometimes too cold to stay long in the Campo during the winter.

Nevertheless, the visual aspect of the garden, as seen from above, undergoes multiple transformations with

changes in season and climatic conditions. (MVVA questionnaire, 2012)

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Figure 30. Michael Van Valkenburgh Associates – Kraus Campo; Carnegie Melon University – Photo from MVVA

Figure 31. Michael Van Valkenburgh Associates – Kraus Campo; Carnegie Melon University – Photo from MVVA

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Figure 32. Michael Van Valkenburgh Associates – Kraus Campo; Carnegie Melon University – Photo from MVVA

Figure 33. Michael Van Valkenburgh Associates – Kraus Campo; Carnegie Melon University – Photo from MVVA

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Blue Wall Center Studio Gang Architects merge architecture and landscape to inspire conservation in Greenville County, South

Carolina. “Through conceptual ‘magnification’ of its national wonders, the Blue Wall Center restores and

highlights the important ecological systems of its site, transforming a 165-acre former camp into an outdoor

experience that encourages visitors to enjoy, explore, understand, and conserve the rich and unique landscape of

the Upstate region of South Carolina. The Visitor Center, landscaped gardens, eco-lodges, hiking trails, and overlooks foster the visitor’s understanding of the remarkable biodiversity of the Blue Ridge Escarpment.

Pierced by a series of smooth glass holes that bring the outdoors deep into the building’s interior, the Visitor

Center frames “living exhibits” of the region’s flora, fauna and geology. Adjacent outdoor spaces are designed to work in the same way, with a series of “garden rooms” designed to focus, magnify, and intensify the

Escarpment’s subtle beauty.” (Studio Gang website, 2012) Landscape Architect SCAPE collaborated with Studio

Gang on the project. The building and landscape emphasize the importance of naturalistic learning.

Figure 34. Studio Gang – Blue Wall – photo from Studio Gang

Figure 35. Studio Gang – Blue Wall – photo from Studio Gang

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Figure 36. Studio Gang – Blue Wall – photo from Studio Gang

Gary Comer Youth Center The Gary Comer Youth Center located on Chicago’s south side provides a constructive environment for area

youths to spend their after-school hours. John Ronan Architects designed the building to support the activities of

the South Shore Drill Team as well as a wide range of youth educational and recreational programs. The building

is an anchor for the community and has initiated a campus like development with a high school, library, and community garden nearby.

“The Youth Center is dedicated to providing a greater opportunity for young people in this neighborhood to

practice, to learn, to study, and to sharpen their skills and intellect. This Youth Center is for the children. May they use it well.” Founder Gary Comer spoke at the building’s dedication. (GCYC website, 2012)

John Ronan shared the design considerations related to outdoor learning for the project. “Outdoor spaces

include a paved area serving as parking lot, drill grounds and exterior auditorium. An educational garden on the

roof provides a sanctuary from the street, a safe place to grow food. For some of the students, this is the first time they have seen how food grows. This educational garden supports their community mission.

“The garden teaching space also provides a layer of insulation to improve the building energy efficiency. The

vertical mullions align with the paving patterns and etched names of plantings on the windows help identify the current crops. The horticulture program has expanded to across the street and we designed the education garden

with connects the Center to the High School.” (Ronan interview, 2012)

The roof garden is planted with two feet of soil to allow a wide range of plants, from vegetables to flowers and grasses. Students harvest crops in this outdoor classroom that are used in the culinary arts programs in the

ground floor kitchen. Skylights dot this landscape to bring natural light into the gym and cafeteria below. “The

roof garden is protected terrace and the growing season for the garden extends at least a month, and with the use

of growing tents, we can grow and learn all year long,” shared Marji Hess, Gardener, Horticulturalist and Educator at the Gary Comer Youth Center. (Hess, 2011)

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Figure 37. John Ronan Architects – Gary Comer Youth Center, Chicago, IL – photo from John Ronan Architects

Figure 38. John Ronan Architects – Gary Comer Youth Center, Chicago, IL – photo from John Ronan Architects

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Figure 39. John Ronan Architects – Gary Comer Youth Center, Chicago, IL – photo from John Ronan Architects

Figure 40. John Ronan Architects – Gary Comer Youth Center, Chicago, IL – photo from John Ronan Architects

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Nature Walk

Description "Study nature, love nature, stay close to nature. It will never fail you." – Frank Lloyd Wright. Campus as

Conservation Arboretum is an ideal approach to educating naturalistic learners. Rebuilding the native landscape

and retreating away from the built environment create “designed nature” settings that are restorative to cognitive pathways. Labeling the flora and fauna and viewing from varied levels and enclosures offer a new perspective.

Native wildlife returning to campus for observation and study shows the value of nature restoration to both the

academic and larger community.

Northerly Island Studio Gang Architects created an ecological urban habitat for the City of Chicago. Framework for the Oasis

of Ecology plan was completed in 2010 with a target of LEED gold. The plan for Northerly Island re-envisions 91 acres on the Chicago’s lakefront, returning the land to the public open space and ecological attractions. With

its proposed amphitheatre, landscape, and reef, the island’s activities are focused on making connections to the

outdoors and expanding educational opportunities synergistic with the adjacent Museum Campus. (Studio Gang

website, 2012)

Figure 41. Studio Gang – Northerly Island, Chicago, IL – photo from Studio Gang

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Figure 42. Studio Gang – Northerly Island, Chicago, IL – photo from Studio Gang

Swarthmore College An amphitheater in the woods offers a place to gather and have educational discourse under the canopies of

the trees, in the case Swarthmore College. Constructed in 1942, the Outdoor Amphitheater was designed by noted Philadelphia landscape architect, Thomas W. Sears. Today, mature tulip trees and white oaks provide the

“ceiling” for this memorable spot. Swarthmore College holds commencement here each year, rain or shine.

(Swarthmore College website, 2012)

Figure 43. Swarthmore College Amphitheater – photo from Ayers Saint Gross

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College of Charleston “I have spent much of my life seeking other Edens--the wilderness, the wonders of nature, the peaceable

kingdom. Perhaps I found it in the magnificence of Antarctica or looking into the amber eyes of a lion. Maybe it

was hearing the evening chorus of thrushes in northern forests. Perhaps it exists beyond the pollutions of man, or

lies only in his dreams. As long as I live I will pursue it--for to me here is where God reaffirms His presence.”

(Dick, 1980) A quote by John Henry Dick from Other Edens expresses the quest of the Naturalistic Learner. Thanks to this accomplished artist, bird illustrator, and naturalist, the College of Charleston has an environmental

campus.

Dick donated his beloved Dixie Plantation in 1995, and in 2008 the College asked Ayers Saint Gross to create a master plan including a series of interpretive trails and signage, field work stations, overlooks and a campus

compound including cottages for researchers. Jonathan Ceci, Director of the Landscape Architecture Studio at

Ayers Saint Gross describes the design. “Our concept for any built component was to rest on the land as lightly as possible. The trails are elevated so the surface runoff water can flow under the trail and tree root cutting was

not necessary.

“There are 250 year old live oak trees on the property, a salt marsh, a fresh water pond; we wanted to enhance

these existing eco systems. The 880 acre campus renovations are being funded by a capital campaign and grants were received to install the trails. The College with input from the design team adopted the U.S. Access Board’s

Draft Final Accessibility Guidelines for Outdoor Developed Areas (October 19, 2009) for the trails design. This

allowed the creation of a trails network that would be welcoming and accessible to persons with disabilities without harming the natural landscape or substantially reshaping the existing terrain. Once the research field

stations are completed the plantation will be used year round. Due to security concerns the environmental campus

is open to the only at select times.” (Ceci interview, 2012)

Figure 44. Ayers Saint Gross – College of Charleston; Environmental Campus – photo from Ayers Saint Gross

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Figure 45. Ayers Saint Gross – College of Charleston; Environmental Campus – photo from Ayers Saint Gross

Figure 46. Ayers Saint Gross – College of Charleston; Environmental Campus – photo from Ayers Saint Gross

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Wellesley College Alumnae Valley Restoration on the Wellesley College Campus is ambitious restoration project lead by

Michael Van Vaulkenburgh Associates. The following description was provided by the MVVA office: “During

our research in the MP phase, we learned that Wellesley’s founders always viewed the landscape as part of the

college’s pedagogy. They were aware of and embraced contemporary ideas about the landscape, seeing the

mission of the college to teach women about the world they live in – a radical approach to education at the time when many women’s colleges were little more than finishing schools.

“The de-nuded aggregate agricultural lands that comprised the existing site were transformed into a campus

landscape that exaggerated the range of possible plant communities so they were “readable” – kept the open valleys clear of woody vegetation, added “miniature forests”, introduced wildflower meadows – all in an effort to

reflect the “American Woodland”. Later, Frederick Law Olmsted Jr’s vision for Wellesley built on the Durnat’s

vision first moves reiterating the critical role the open valleys plat in structuring the campus experience and the benefits of working with the sites natural watershed.

“By the 1990’s, the site for Alumnae Valley had devolved from a open valley marsh into a landfill service lot

when MVVA undertook the Master Plan for the campus, and then, later, the design for the site. Additionally,

initial site investigations revealed toxic subsurface soils that required many years of remediation to remove the pollution. The goal was to create a rich wet meadow environment that would become an outdoor learning

environment linking a new student center to the lake. Site hydrology, and the way that the landscape cleans the

water before it enters Lake Waban, became a big part of the landscape narrative. The soil remediation is also part of the performance of the new landscape, but its operations are made much less explicit in the experience of the

landscape.

“The client was Wellesley College. Administrators, faculty, students, and staff (especially facilities and

grounds keeping staff) were part of the design process. Open campuses, like Wellesley, frequently invite casual use by the public, and its location along the edge of Lake Waban, a state owned water body with mandated access

to the water, required it. The existing Lake Path is part of a well-used woodland trail system that meanders

throughout the Town of Wellesley. We capitalized on this, expanding it by linking the valley paths to this larger network.

“People of all ages enjoy this landscape – retirees walking for exercise, parents strolling with their young

kids, teenagers biking the circuit, casual and dedicated runners, families walking their dogs. With respect to its core constituency, Alumnae Valley is intended to appeal to a broad range of users – first time visitors to the

campus, faculty, staff, alumnae, and, of course, students.

“There are paths and trails through the landscape with open areas for sitting and small groups, as well as an

events lawn for larger gatherings. The natural science department has begun using the series of marshes, lowland and upland meadows, and woodlands to study a series of things, such as plant communities, habitat and water

quality, to name a few.

“There are significant performance benefits in replacing a 5-acre impermeable, heat island asphalt parking lot with a robust, densely vegetated landscape which improved the water quality, stormwater management, and long

term landscape health. It relinked the other existing open valleys to Lake Waban spatially, hydrologically, and

ecologically, which is important for habitat restoration. There are also recruitment benefits in that the new landscape certainly presents a better first impression of the campus, and it provides access to the water, which is

something that many people find appealing.

“The introduced topography provides a diverse landscape experience balanced between moments of

enclosure, and broad open vistas. Locations of individual benches encourage students to bring their studies / books outside on temperate days in the fall and spring, which they often do.

“Alumnae Valley was designed in concert with the nearby Lulu Wang Student Center, resulting in a well-

considered relationship between the two, particularly with respect to views to Lake Waban. Though formally different, both the landscape and architecture are spatially layered, intentionally creating places of wonder,

encouraging people to discover.

“We intentionally decided not to make this a didactic landscape with signage or specific programming with

one narrative. We are more interested in creating landscape experiences that allow people to explore and discover on their own.

“The project was funded as a stand-alone landscape and was built as part of a capital campaign that was

meant to update both the landscape and the buildings of the campus. A series of anonymous alumnae donated the

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funds for construction. Maintenance is funded by an endowment set up as part of the master plan effort,

recognizing that investments in landscapes are an on-going process as they establish and mature. No funds from

the general operating budgets were used on this project. “Located in the Northeast, there are four distinct seasons and people take full advantage of this landscape in

all find many ways to participate in recreation activity such as walking, running cross-country skiing. The

academic calendar plays an important role in gatherings in this landscape. Special events at Convocation in the fall and Commencement and Reunion Weekend in the spring occur within and around the Alumnae Valley. The

planting design took this into account, using mostly native plants that bloom and seed at those times to accentuate

the special and material experience of the place.” (MVVA questionnaire, 2012)

Figure 47. Michael Van Valkenburgh Associates – Alumnae Valley Restoration;Wellesley College – Image MVVA

Figure 48. Michael Van Valkenburgh Associates – Alumnae Valley Restoration;Wellesley College – Image MVVA

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Figure 49. Michael Van Valkenburgh Associates – Alumnae Valley Restoration; Wellesley College – Photo MVVA

Figure 50. Michael Van Valkenburgh Associates – Alumnae Valley Restoration; Wellesley College – Photo MVVA

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Figure 51. Michael Van Valkenburgh Associates – Alumnae Valley Restoration; Wellesley College – Photo MVVA

Figure 52. Michael Van Valkenburgh Associates – Alumnae Valley Restoration; Wellesley College – Photo MVVA

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A Path in the Forest “I am interested in mixing architecture and environment. I would like to deal with many things equally. I

think that to make architecture is to make space, not only to make column or roof. In "a path in the forest" case, I

tried to change the forest itself, by making steel path in the forest.” This is a quote from Tetsuo Kondo, Tokyo

architect and artist of “A path in the forest”. (Kondo interview, 2012)

“How do you create a piece of architecture without destroying nature? Tetsuo Kondo has found a way, with a temporary elevated ramp that winds its way around the 300 year old trees of Kadriorg Park near Tallinn, Estonia.

‘A path in the forest’ was part of the 2011 European Capital of Culture events, which included 11 installations in

and around Tallinn. The 311-foot-long steel structure, anchored by the surrounding trees, can hold one person, averaging 150 pounds, per meter.”(Lanks, 2011)

The project is inspires a notion of seeing things from a different vantage point. “I feel that the appearance of

the woods slightly changes when you walk along this path. We no longer are looking up at the woods from the ground but get closer to the leaves.”(Kondo interview, 2012)

Figure 53. Tetsuo Kondo – “Path in the Forest”, Kadriorg Park, Estonia – Photos from Tetsuo Kondo

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Figure 54. Tetsuo Kondo – “Path in the Forest”, Kadriorg Park, Estonia – Photos from Tetsuo Kondo

Tree House When we imagine small group learning on a University Campus, could a tree house be a plausible answer? If

we can solve the accessibility issues, the tree house offers a different perspective of nature and creates community

for those fortunate and inspired to use it.

“A tree house! A promise of adventure for the kids, a retreat for the adults, a romantic hideaway close to nature. These special little dwellings installed up among the trees fire our imagination and rouse our curiosity,

bringing back childhood memories, and with them the desire to climb up and enter a magic world amongst the

foliage. To be spellbound again, to witness the different sights and sounds up there by day and night and

throughout the seasons. To play up there, to work undisturbed, to relax, to daydream.“ (Baumraum, 2012)

Figure 55 and 56. Baumraum Tree Houses - Photos from Baumraum

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Reflection

Description “Constructive learning can only be possible when body, spirit and soul are in tranquility with the host

surroundings; a kind of live-in-peace scenario.” Olagoke Abayomi wrote this reflection on the Ayers Saint Gross

website. He summarizes the power of quiet inspiration for the Naturalistic Learner. The uncluttered mind immersed in the moment can discover the essence of place and dig deep into inquiry. Education is personal and

these spaces provide an oasis to the everyday, a relief to the ordinary, a sanctuary in the city, and a sheltered

retreat.

The New School The Vera List Courtyard designed by Michael Van Valkenburgh Associates, is an oasis that the students visit

every day. Answers to the questionnaire were provided by the MVVA office. “As an urban campus set in Greenwich Village, The New School has limited outdoor space. The Vera List Courtyard forms the crossroads

between academic and administrative buildings and hundreds of students pass though it every day and season.

Open to the sky but fully surround by buildings, the 6,000 SF space accommodates both daily life and special

uses.

Figure 57. Michael Van Valkenburgh Associates - Vera List Courtyard; The New School, NYC – photo from MVVA

“Easy passage, for people of all ages and abilities, is buttressed by congregation space for a few or a group.

Classes and study sessions are held in the courtyard. The result is a landscape enabling and dignifying the simple acts of sitting, gathering, and moving from one building to another. The artist Martin Puryear collaborated with

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MVVA on the design of this courtyard, contributing the seating elements both within the outdoor space and in the

expanded building foyer that precedes it.

“The New School, in New York City, was the client and the user group is the campus community. Stakeholders from the administration, faculty and student body were involved in the design process. The

courtyard spaces are programmatically flexible, so many different things occur there, but campus ID is required to

go through the buildings to get to the space, so it is unlikely that there would be impromptu community use. However, there are interior public events such as exhibits and lectures that use the courtyard for receptions and

talks.

“The courtyard is a place where students can relax, meet, eat lunch, study or simply enjoy the outdoors. Still,

it was designed to work for groups too. An oval terrace and small amphitheater serve as a stage for lectures, small concerts, and academic ceremonies. Wide steps provide impromptu seating for daily use and extra seating for

classes and events. A spiral accessible path has its own unique experience as it moves around a mound-like

sculpted landform through a thick grove of red maples and tall bamboo.

Figure 58. Michael Van Valkenburgh Associates - Vera List Courtyard; The New School, NYC – photo from MVVA

“Urban campuses have different open space challenges than their college town counterparts but in both

circumstances landscape adds to or subtracts from the academic atmosphere and experience. Vera List is a very

important sanctuary within the campus and an amenity that is rare in city schools. It has been featured in the New School’s literature and website. The courtyard encourages engagement among various members of the school.

Engagement is at a relatively intimate scale because it is a small space, but there is also room enough for more

individual activities like reading, or simply enjoying the weather and the psychological recharge that comes from

being out of doors.

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“There is a very close relationship to the buildings: in addition to the garden’s location on a constructed

ground plane above a parking garage, buildings border the courtyard on all four sides. The new floor plane of a

foyer space off 12th Street was extended into the courtyard and provides the top level of a large stair that also

functions as informal seating.

“While the space was not strictly speaking designed for hands on learning, the courtyard is enclosed yet open

above it does provide a chance for users to have a heightened sense of the ephemera of nature. It is possible to track the sun through the seasons, be protected from winds and watch the unfurling of seasons through the

plantings. The building renovations and the courtyard were funded by philanthropist Vera List.

“As the only place on the immediate campus to see the sky and feel the sun, the courtyard is an important

measure of the seasons. The planting palette is restrained but atypical, creating a sense of landscape enclosure and with strong seasonal attributes. The red maples have a stunning color in the fall whereas the tall and pygmy

bamboos are consistently green year-round. Growth over time, particularly with respect to the maples, has also

been part of the courtyard’s story. Initially, very small trees were planted very close together. As the trees have grown, they have been selectively thinned to provide the right level of enclosure and openness.” (MVVA

questionnaire, 2012)

Figure 59. Michael Van Valkenburgh Associates - Vera List Courtyard; The New School, NYC – photo from MVVA

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University of Chicago Lab Schools The University of Chicago Lab Schools Early Childhood Center with FGM Architects and Valerio Dewalt

Train Associates is a relief from the ordinary classroom. Joe Chronister, Director of Higher Education at FGM,

explains how the project was designed according to Reggio Emilia principles. “The design of the exterior spaces

was integral to the project. In fact, the requirement for exterior play spaces drove the decision to move the Early

Childhood Center four blocks away from the rest of the campus to the Stoney Island location where more land was available. This site also has direct access to Washington Park across the street.

“The University of Chicago is the client and the Lab Schools are the user group. Both are very involved in

the design process, and continue to think about exterior spaces. All ground floor classrooms for nursery and kindergarten have exterior classroom/courtyards immediately adjacent with direct access. Each teacher will have

the ability to customize their courtyard for instructional use with plantings and furniture. There is a ground level

playground and a roof top play space, each vary in size and scale and interactive play equipment will be selected for a specific age group. At the ECC, students don’t go out to play – they go out to learn.” (Chronister interview,

2012)

A water habitat is being investigated for the west lawn green space. Native plantings and urban farming

irrigation are also part of the concept. The interior courtyards shown in the renderings are thought of as contemplative spaces, as a way of integrating nature and more natural light. Surrounded by circulation, they

provide a center piece to watch the change of seasons, year-round colors and textures with native plantings. The

project is currently under construction and scheduled for completion in 2013.

Figure 60. FGM Architects – University of Chicago Lab Schools; Early Childhood Center – image from FGM

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Figure 61. FGM Architects – University of Chicago Lab Schools;Early Childhood Center – image from FGM

Figure 62. FGM Architects – University of Chicago Lab Schools;Early Childhood Center – image from FGM

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Figure 63. FGM Architects – University of Chicago Lab Schools;Early Childhood Center – image from FGM

The Poetry Foundation John Ronan Architects have created a new sanctuary in the city of Chicago for The Poetry Foundation. John

Ronan spoke about the design process, “The building was conceived as an oasis in the neighborhood. There are

contracts for high rises nearby so the Poetry Foundation will be the only low rise building in the area. The

building and garden were each required as part of the program and were designed as a dialogue with each other. The garden was inspired by Japanese gardens with subtle patterns, finishes, and sequences. You enter on a path

through an opening to reach the courtyard, the path is not direct so you slow down and this allows you to focus

and not be distracted by the rest of the city. “Three different native tree types were chosen for their shape, color (during different seasons) and texture; the

American hornbeam, magnolia and the witch-hazel. Moss varieties were selected due to their different leaf shape,

flower color and seasonal bloom. The pavement a pattern reaches from the courtyard through the curtain wall into the building. To preserve the material, we used snowmelt under the paving, therefore no shoveling or salting

is required. In good weather, the staff will take chairs out to the garden and conduct informal meetings.” (Ronan

interview, 2012)

“The Poetry Foundation is a not-for-profit organization dedicated to the promotion of poetry in contemporary culture. Its new home is comprised of a building in dialogue with a garden space that is created by erosion of an

implied volume as determined by the property boundary of the L-shaped site, resulting in a relationship whereby

the building pushes into the garden and vice versa. Visitors reach the building by walking through the garden, while the building’s internal arrangement is configured to allow for views into the garden from all spaces.

“The garden is conceived of as an urban sanctuary, a space that could mediate between the street and the

building, blurring the distinction between public and private. Public functions (a performance space, gallery, and

library) are located on the building’s ground floor, while offices for the organization are located on the second level, organized into three areas corresponding to operations (magazine-website staff, programs staff, and

foundation administration). Upon entering the garden, visitors perceive the double-height library space that

borders the garden, announcing that they are entering into a library environment. Once inside, an exhibition gallery connects the library to the poetry reading room, where poets read their work to an audience against the

backdrop of the garden.

“The building’s outer layer, a cladding of oxidized zinc, becomes perforated where it borders the garden, allowing visual access to the garden from the street to encourage public investigation. Inside the garden, it serves

to internalize the garden experience and provide a sense of removal from the city, to prepare visitors mentally for

the experience inside.

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Figure 64. John Ronan Architects – The Poetry Foundation, Chicago, IL – illustrations from John Ronan

Figure 65. John Ronan Architects – The Poetry Foundation, Chicago, IL – photo from John Ronan

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Figure 66. John Ronan Architects – The Poetry Foundation, Chicago, IL – photo from John Ronan

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Figure 67. John Ronan Architects – The Poetry Foundation, Chicago, IL – photo from John Ronan

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Lincoln Park Zoo Pavilion Studio Gang Architects re-imagines landscape as city infrastructure to accentuate a path in Lincoln Park Zoo,

in Chicago, IL. Completed in 2010, the wood pavilion creates an outdoor classroom that inspires learning

through sheltered retreat. “The project transforms a picturesque urban pond from the 19th

century into an

ecological habitat buzzing with life. With the design’s improvements to water quality, hydrology, landscape,

accessibility, and shelter, the site is able to function as an outdoor classroom in which the co-existence of natural and urban surroundings is demonstrated.

The new boardwalk circumscribing the pond passes through various educational zones that explicate the

different animals, plants, and habitat found in each. A pavilion integrated into the boardwalk sequence provides shelter for open-air classrooms on the site. Inspired by a tortoise shell, its laminated structure consists of

prefabricated, bent-wood members and a series of interconnected fiberglass pods that give global curvature to the

surface.” (Studio Gang website, 2012)

Figure 68. Studio Gang – Lincoln Park Zoo Pavilion, Chicago, IL – photo from Studio Gang

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Figure 69 & 70. Studio Gang – Lincoln Park Zoo Pavilion – photos from Studio Gang

Intervention

Description “ There is no limit to the practical application of natural patterns, because they connect human beings to their

universe in a way that nothing else can.”(Benyus, 1997)

Every project is an opportunity to integrate Naturalistic Learning – sometimes we have to capture space “in-

between” and imagine the possibilities. Interventions happen where we least expect nature to be, they surprise the user. They may not be originally part of the program, but eventually if we keep open to possibilities and be

prepared when they appear. Urban sites that seemingly have no room for vegetation, no place for trees or natural

environment can host some surprising interventions. The two examples, while not on university campuses, are

both healing gardens for large hospital campuses. The healing qualities of nature have been documented through evidence based design. These spaces can truly nurture the naturalistic learner in us all. (Ulrich, 2000)

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Providence Portland Cancer Center Providence Portland Cancer Center in Portland, Oregon, was designed by Zimmer Gunsul Frasca Partnership

and provides a healing environment using nature as an intervention. Karl Sonnenberg, Partner at ZGF, described

how the design team found opportunities, “The city required a pedestrian easement through the site so we carved

out a space that eventually led to developing two roof gardens.

“The lower roof garden has skylights that bring light down into the lower level; it is accessible by the public and patients staying at the hospital. The upper roof is accessible by employees, sort of a detox area for stress.

Both gardens can be viewed from patient rooms and the lower garden is near the Jill Lematta Learning Center.

The client was the Providence Health System of Oregon and their vision was clear from the beginning to integrate nature and nature patterns where ever possible.

“The roof terrace is open to the public and is adjacent to the café so outdoor dining is possible. While both

terraces are intended for passive reflection and not active participation, they are considered an amenity to the Cancer Center. The cost of the roof terraces was included in the building project and the plantings were chosen to

provide a variety of color and texture all year round.” (Sonnenberg interview, 2012)

“ Connection with nature is also highly valued; we prefer views of nature to those of the built environment.

In a hospital study, views of nature were associated with reduced stress and fewer health-related complaints among employees.” (Ulrich, 2000)

“The Jill Lematta Learning Center’s walls and nurse stations are etched with delicate abstractions of the

botanical, chemical and atomic make-up of various cancer treatments, and etched quotations by philosophers, writers and historical figures.”

“Color has been found to affect changes in mood and emotional state . . . blue skies, green vegetation and

earth tones are part of our natural environment . . .as such it is not a surprise that these colors have been found to

have a calming effect. – Jeffery A. Lackney, Ph.D, AIA.

Figure 71. Zimmer Gunsul Frasca –Providence Portland Cancer Center, Portland, Oregon – image from ZGF Architects

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Figure 72. Zimmer Gunsul Frasca –Providence Portland Cancer Center, Portland, Oregon – image from ZGF Architects

Figure 73. Zimmer Gunsul Frasca –Providence Portland Cancer Center – image from ZGF, photo by Pete Eckert

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Figure 74. Zimmer Gunsul Frasca –Providence Portland Cancer Center – image from ZGF, photo by Pete Eckert

Figure75. Zimmer Gunsul Frasca –Providence Portland Cancer Center – image from ZGF, photo by Pete Eckert

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Figure 76. Zimmer Gunsul Frasca –Providence Portland Cancer Center – image from ZGF, photo by Pete Eckert

Figure 77. Zimmer Gunsul Frasca –Providence Portland Cancer Center – image from ZGF, photo by Pete Eckert

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Rush University Medical Center Opened on January 9

th 2012, the new Rush University Medical Center in Chicago, IL has made headlines and

sets a standard in the future of medical facilities. Designed by Perkins + Will, the team used a “co-location”

process - placing the design team on-site at the hospital so the team could experience firsthand the daily

challenges taking place inside an urban hospital. This also made the client a close partner in the design process,

with architects having daily face-to-face access to decision makers or users for extra review and insight. Ralph Johnson, Principal of Perkins + Will, provided some thoughts on the design process and outdoor

learning/healing environments. “The new hospital has seven green roofs layered throughout the project, but the

lobby space and roof terrace above were added late in the design process. The budget was tight so there wasn’t much of a lobby between the existing building and new structure – it kept being reduced in size due to other

program needs.

“Then a group of donors stepped forward and we were able to open up the lobby and insert the “terrarium” space. The tree and the plantings in the lobby had to be enclosed in glass so that the cancer patients aren’t

exposed to compromising contamination found on the plantings and soil. The written words around the glass

enclosure are the names of the donors who contributed to the project. There are two other skylights illuminating

the lobby that also project up through the roof terrace. The roof terrace is accessible by the public and is a healing garden.”(Johnson interview, 2012)

Figure 78. Perkins + Will – Roof Garden and Lobby; Rush University Medical Center – illustration Perkins + Will

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Figure 79. Perkins + Will – Lobby; Rush University Medical Center – photo by Steve Hall/Hedrich Blessing

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Figure 80. Perkins + Will – Roof Garden; Rush University Medical Center – photo by Steve Hall/Hedrich Blessing

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Figure 81. Perkins + Will – Roof Garden and Lobby; Rush University Medical Center – illustration Perkins + Will

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Figure 82. Perkins + Will – Roof Garden and Lobby; Rush University Medical Center – illustration Perkins + Will

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Curriculum and Responsibility

Benefits of Outdoor Learning The data is clear. Outdoor learning increases attention span, enhances memory, reduces stress, improves

mood and opens the mind to greater creativity. A 2008 study by University of Michigan psychologists found that

walking outside or even just looking at pictures of natural settings improves directed attention, the ability to concentrate on a task. Stated another way: Nature restores our ability to focus. The same study supported

previous experiments showing that being in nature improves memory – by 20 percent when it came to recalling a

series of numbers.

Office workers with views of trees and flowers reported lower stress levels, higher job satisfaction, and fewer physical ailments than colleagues with views of buildings according to a 1989 study by the University of

Michigan. In a 1991 study by Texas A&M psychologists, subjects who viewed scenes of water or trees reported a

much quicker return to a positive mood after a stressful event than those who viewed urban scenes. In a pilot study March 2011, psychologists found that students in an Outward Bound course showed a 40 percent boost in

frontal-lobe activity, which is linked to creativity, after four days in the backcountry. (Roberts, 2011) Enhancing

daily routines to support the interface of nature and the outdoors strengthens our awareness.

Curriculum Application The “outdoor classroom” venue offers applications for curriculum in more effective patterns by shifting the

educational focus from secondary to primary sources. Traditional classroom teaching uses textbooks, lectures, video and internet as instructional tools. The outdoor classroom exposes students through direct experience and

fosters active, hands-on, inquiry-based learning; experimental teaching methods can engage students in the

process as well as the outcomes. Nurturing all intelligences, not just naturalistic, the outdoor environment inspires learning and connects with those that may not thrive in a traditional classroom including students with

learning disabilities.

Emersion in the outdoors makes learning a multi-sensory experience. By engaging the senses of touch, smell,

hearing, taste, and seeing, students retain an intimate physical memory of activities that are long lasting and synergistic. E.O. Wilson’s Biophilia Hypothesis reminds us that the human species, having evolved in the natural

world, has deeply-rooted need to associate and connect with nature.

As a mini-ecosystem, the “outdoor classroom” fosters the use of systems thinking and emphasizes the interconnectedness of all things. Through exposure to the intricate web of life, students come to understand that

complex natural and societal systems often require holistic rather than linear solutions. In seeking a holistic

understanding, outdoor learning lends itself to inter-disciplinary studies employing multiple academic disciplines.

Global environmental issues are reflected in microcosm and often lead to service learning projects that emphasize social involvement and responsibility. (Green School Yard, 2011)

Effectively impacting the campus culture by leading through example, the “outdoor classroom” projects a

positive message to the community and the value of education. This amenity recruits students and professors to universities and blurs the boundaries between academic learning and creative curiosity. Integrating use of outdoor

learning into curriculum begins to balance digital learning and starts to cure nature deficit disorder.

Environmental Advocacy “The more fully we can focus our attention on the wonder and realities of the universe about us, the less taste

we shall have of its destruction.” - Rachel Carson In nurturing the naturalistic intelligence and creating more opportunities for outdoor learning, we are effecting

change directly and indirectly. Enhancing learning and retention is the direct benefit to the students, creating

advocates for the environment is the indirect benefit to our world. Armed with a more intimate knowledge of the

environment and appreciation for its value students are more likely to feel the urgency to change policy, take action and find solutions. Move forward with optimism creating learning environments that teach environmental

advocacy through thoughtful design.

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Conclusion

Learning is the objective of this paper. I wish I could have delivered the information in an outdoor

environment in order for the content to be absorbed and retained more readily. Nurturing the naturalistic learner in all of us will improve our ability to see things clearly and digest information more effectively. This knowledge

sparks application, translating the abstract into action. So research, ponder, present, apply, analyze, improve and

then apply again. If we have knowledge and we don’t apply that knowledge to action we are negligent. I hope you walk through campus today with a new perspective, breathe deeply and take the path less traveled, as Robert

Frost wrote. It will make all the difference!

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Characteristics of Naturalistic Intelligence:

Core Characteristics:

Natural Orientation – identification with living organisms and their environments

Attribute Orientation – finding common traits among items

Categorization – identifying categories by attribute

Hierarchical Reasoning – ranking items by significance and relationship

Schematic Memory – internalizing and recalling information by attribute, category or hierarchy

Students with a strong naturalist intelligence:

Are intrinsically organized

Demonstrate an empathy with nature

Pick up on subtle differences in meaning

Like to make collections of materials

Enjoy sorting and organizing materials

Impose their own sense of order on new information

Respond to semantic mapping activities

Prefer charts, tables, diagrams and timelines

Support this intelligence in the classroom by:

Using graphic organizers

Providing sorting and attribute grouping tasks

Brainstorming categories

Charting hierarchies

Utilizing semantic mapping of ideas

Building portfolios of student work

Making connections to the natural world

Modeling strategies for finding common attributes, categories and hierarchies across the curriculum

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Architects and Designers Interviewed and Projects Illustrated

1. Ceci, Jonathan. Director, Landscape Architecture Studio, Ayers Saint Gross. Three Projects: Outdoor Classroom ; DePauw University, Environmental Campus; College of Charleston, Freshman Residence

Community; Emory University

2. Chronister, Joe. Director of Higher Education, FGM Architects. Two Projects: Science Center;

Wheaton College, Early Childhood Center; University of Chicago Lab Schools

3. Gang, Jeanne. Principal, Studio Gang. Three Projects: Blue Wall Visitor’s Center; Greenville County,

NC, Northerly Island; Chicago, IL, Nature Board Walk Pavilion; Lincoln Park Zoo, Chicago, IL.

4. Johnson, Ralph. Principal, Perkins + Will. Two Projects: Roof Garden and Lobby; Rush University Medical Center, Student Center; Case Western Reserve University.

5. Kondo, Tetsuo. “Path in the Forrest” , Kadriorg Park, Estonia, elevated ramp installation at the European

Capital of Culture Event

6. Ronan, John. Principal, John Ronan Architects. Two Projects: The Poetry Foundation; Chicago, IL,

Gary Comer Youth Center; Chicago, IL.

7. Ross Barney, Carol. Founder and Principal, Ross Barney Architects, Inc. Two Projects: Swenson

Science Building and Civil Engineering Building; University of Minnesota at Duluth.

8. Sonnenberg, Karl. Partner, Zimmer Gunsul Frasca Partnership. Two Projects: Cancer Center Healing

Garden; Providence Portland Hospital Campus, Engineering Plaza; California Polytechnic State

University

9. Van Valkenburgh, Michael. President, Michael Van Valkenburgh Associates, Inc. Five Projects:

Alumnae Valley Restoration; Wellesley College, Bailey Plaza; Cornell University, Kraus Campo;

Carnegie Mellon University, Streicker Bridge and Andlinger Center for Energy and Environment;

Princeton University, Vera List Courtyard; The New School, New York.

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In general the questions are to reflect on the design process and whether creating an outdoor

learning environment was a conscious objective or an accidental outcome.

Interview Questions:

1. Describe design concept and how it relates to an outdoor learning environment.

2. Who is your client and who is the intended user group – did they take part in the design process?

3. Does the space provide opportunities for users not originally planned for - including community groups and intergenerational users?

4. What activities happen in the place? Has curriculum been developed to use the place?

5. Is there a public benefit? Does the place add value to campus recruitment?

6. Does the place encourage engagement? How? At what scale?

7. Does the place relate to the built forms nearby? Is there an intended relationship?

8. Are there hands-on learning possibilities?

9. How was the project funded? Were there special funding sources? Separate from the buildings budget?

10. How do the seasonal changes affect use of the place?

Small Group Learning Individual Reflection Large Group Sharing

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Bibliography and References 1. Ackerman, Diane. A Natural History of the Senses. Vintage, UK; 1991. Print

2. Ayers Saint Gross Architects, http://www.campuskitofparts.com/ http://www.asg-architects.com/2011/02/research/an-interactive-resource-for-campus-design/

3. Baumraum. Tree house manufacturers website, Baumraum.de

4. Benyus, Janine M. Biomimicry: Innovation Inspired by Nature. New York: Morrow, 1997. Print.

5. Berman, Marc G., John Jonides, and Stephen Kaplan. "The Cognitive Benefits of Interacting With Nature."

Psychological Science. University of Michigan, 2008. Web. <http://www.umich.edu/~jlabpsyc/pdf/2008_2.pdf>.

6. Brown, G. Z., and Mark DeKay. Sun, Wind & Light: Architectural Design Strategies. New York: Wiley, 2001. Print.

7. Damon, Matt. “Headliner Speech at the Save Our Schools March in DC” July 30, 2011. Youtube.com

8. Davis, Ph.D., John. "Psychological Benefits of Nature Experiences: An Outline of Research and Theory." Naropa University and School of Lost Borders, July 2004. Web.

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9. Dick, John Henry. Other Edens; The Sketchbook of an Artist Naturalist. University of Oklahoma Press, 1980. Print.

10. Gardner, Howard. Five Minds for the Future. Boston: Harvard Business School Press, 2007. Print.

11. Gardner, Howard. Intelligence Reframed; Multiple Intelligences for the 21st Century. New York: Basic Books, 1999.

Print.

12. Gardner, Howard. Multiple Intelligences: New Horizons. New York: Basic Books. Translated into: Romanian, 2006.

13. Gehl, Jan. Life Between Buildings; Using Public Space. New York: Van Nostrand Reinhold Company Limited, 1987.

14. Herrnstein, R. and Murray, C. The Bell Curve. New York: Free Press, 1994. Print 15. Hess, Marjorie. Keene, Linda. Randall, Robin. “Learning Landscapes; Moving Design 2” AIA CAE Webinar,

November 30, 2011.

16. Keane, Mark, and Linda Keane. NEXT.cc: What Design Is, What Design Does, Why It Is Important. 2009. Print.

17. Lanks, Belinda. “An Elevated Path Makes You Feel at Home in the Trees”. CoDesign, 2011, website.

18. Linn, Charles. “2011 Annual Design Review, University of Minnesota Duluth, Civil Engineering Building.” Architect,

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