ABSTRACT
This chapter examines findings from a mixed-methods study on Bronx Community College regarding student experience with the physical environment, specifically green space, and how it relates to wellbeing, belonging and scholarly identity. At a community college, academics are often balanced with employment and family responsibilities that influence the way space is used and the amount of time an individual spends on campus. This experience can inform student perceptions on comfort, safety, and connectedness. Social networks often emerge from study groups, office hours or events thus academic and social interactions can contribute to the development of an academic self. These interactions can nurture pride and confidence that is reflected by use of the physical environment. That sense is further cultivated with time spent on campus and in locations where undergraduates go to socialize or to be alone. When green spaces are inviting, there is a desire to return to them, and thus a return to the college itself. At a time when conversations on social justice and student representation are so important, it seems more pressing than ever for universities to discuss the opportunities the built environment can contribute to student engagement and enrollment.
