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Strange & Banning

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Joshua Donath

on 2 April 2014

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Transcript of Strange & Banning

Campus Ecology
Strange & Banning
Physical Dimensions
Lighting & Landscape
Low-rise vs. High-rise
High density of residents
Defensible space
Well lit
Potential intruders
School size correlates with violence
Example 1
Native American Mascot at
University of Illinois
Constituents saw it as honorable
Headdress in bookstore
Unauthentic dance and costume
“…Students learn from becoming involved…” - Astin
Physical Dimensions
• Any location can be used to an educational advantage
Rural – reduced distractions
City – more opportunities for involvement in community
• Classroom size
• Design & Layout
Encourage interactions
Private spaces
Third place - “where one neither lives nor works, but where one goes to relax and enjoy the moment” Strange & Banning

Educational Environments
• Inclusion & safety
• Involvement
• Community
Components To Address
• Physical
• Aggregate
• Organizational
• Constructed

Influence of
“Dominant campus features reflect the influence of dominant groups” (Strange & Banning, 2001, p.124).
Organizational Elements
Mission communicates priorities
What is heard
Symbols in culture communicate messages
Traditions run deep
Mattering & Marginality
Cared about
Empathy from others for accomplishments or failures
Appreciated for one’s efforts
Example 2
Brittney Griner
Campus offices, LLCs, campus organizations
Human aggregate theory – Students will become involved in groups that share interests and activities
Constructed Dimensions
Social climate – leaders must nurture relationships

Safety & Inclusion
Organizational Dimensions
As group size increases involvement tends to decrease unless opportunities can be increased
Institutional Response
Must examine what environments are being created, who is there, what is being communicated in them, and opportunities offered
Cultural artifacts
“…the experience of full membership in the learning setting.”
Provide belonging, security, and engagement

Qualities are having a common location, purpose & direction, social interdependence

Successful Communities
People are:
Committed to the community
Positively impacted
Able to contribute

Environmental Dimensions
Feeling of territory
Must provide a framework but flexibility
High-context culture – deep involvement
Low-context culture - stress literacy and rationality

The primary task of leaders is creating community

Development of communities must address:
• Involvement
• Control is vested in members
• Psychological ownership
• Collective identity

Learning communities address: academic, social, physical

Institutional Response
“Do students, faculty, and staff have opportunities and spaces to connect with others on campus around there common interests, values, and experiences?”
“Are differences of interest, values, and experiences accommodated in caring and supportive ways?”
“Are decision-making structures and practices facilitative of participation?”
“Do symbols, traditions and other cultural artifacts reflect and celebrate the community of the whole as well as the community of the various parts?”

Institutions have “...embedded ideologies that work to preserve inequality.” - Hurtado

Fueled by “...traditions, behaviors, assumptions, beliefs, and attitudes that reaffirm dominant paradigms that privilege the status quo rather than dismantle it.”

Institutional mission/purpose

Student demographics

Full transcript