2020 - Graduate Thesis: Mental Health + The University Campus Landscape

MENTAL HEALTH AND THE UNIVERSITY LANDSCAPE: WHAT CAN LANDSCAPE ARCHITECTURE DO? LEX BOENKER, MLA CANDIDATE UNIVERSITY OF FLORIDA

BOENKER

TABLE OF CONTENTS INTRODUCTION

4

LITERATURE REVIEW - THEORY

LEX BOENKER MASTER OF LANDSCAPE ARCHITECTURE UNIVERSITY OF FLORIDA COLLEGE OF DESIGN, CONSTRUCTION AND PLANNING DEPARTMENT OF LANDSCAPE ARCHITECTURE CHAIR: YI LUO, PhD, PLA COMMITTEE MEMBER: DANIEL MANLEY, PLA

2

ATTENTION RESTORATION THEORY

16

STRESS RECOVERY THEORY

24

PERCEPTIONS + PREFERENCES

30

THERAPEUTIC LANDSCAPES

40

LITERATURE REVIEW - CASE STUDIES RESTORATIVE LANDSCAPES

46

CAMPUS LANDSCAPE MASTER PLANS

54

FINDINGS GUIDELINES

67

DESIGN SITE SELECTION

79

SITE INVENTORY

84

SITE ANALYSIS

96

PROCESS SKETCHES

107

DESIGN

113

REFLECTIONS + FUTURE DIRECTIONS

146

MENTAL HEALTH + UNIVERSITY LANDSCAPES

3

BOENKER

Introduction

EXECUTIVE SUMMARY College students often deal with experiences that are unique and different from those of other populations. Life changes such as moving away from home and family for the first time, trying to decide on a plan of study, navigating different social environments, and often, a new place, can amount to significant stress. At the same time, the campus environment is rich with exciting opportunities for learning in the traditional academic sense, as well as about oneself. College can be a time of finding yourself, understanding your place in the world, and understanding how you relate to the rest of the world.

INTRODUCTION

Data on the mental health of US university students, as well as University of Florida students specifically, suggest that there is an urgent need for creative solutions to pressing mental health problems among this demographic resulting from the aforementioned stressors.

Luckily, campus spaces can help provide a soft place to land, so to speak, to work through these growing pains. While they will not take the place of counselors, therapy, medicine, self care, exercise, and other mental health care strategies, they can help foster mindfulness, quiet moments, and deeper understanding and reflection.

These spaces exist at different scales and serve different needs for different people. The spaces can occupy different typologies ranging from plazas and large lawns to small courtyards between buildings or quiet nature trails. They offer students a tool in their mental health and wellness toolbox that may be more

4

accessible and comfortable than some other strategies.

These places can serve as stages for students to interact with the healing benefits of nature. They can foster quiet reflection and introspection. They can provide calm and tranquility in the midst of chaos and the energetic buzz of learning, collaborating, discovering, and exploring. In short, they can help students feel, and thus perform, better.

Landscape architecture applications provide accessibility to resources and options to care for one’s mental health that do not necessitate the presence of a mental health care professional.

While restorative spaces are not a substitute for a counselor, I believe they can supplement a range of mental health care strategies available to students. It is my belief that time in restorative spaces may carry less stigma for people who feel uncomfortable discussing the inner workings of their thoughts and lives with a counselor. Moreover, these spaces can be more accessible to students who do not have the luxury of being able to take time from their busy schedules to have a therapy session or take a longer nature break during the day.

Plus, with careful thought and planning, creating a network of restorative campus spaces, or even just one space, can be done in a way that is less expensive than hiring and retaining more counselors and psychiatrists to serve a large student population.

Additionally, large numbers of people who come to campus each day stand to gain benefits from accessing the space.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

5

BOENKER

Introduction

PROJECT PROCESS PROCESS

This project uses theory from landscape architecture and environmental psychology to explore the question: how can therapeutic landscape principles be applied to university campus settings? (figure 1). Many of the studies in this field have been done in the environments of Europe, Asia and the Western United States, which are very different from that of North Central Florida in terms of climate and ecosystem types. Hence, I hope that this project sheds light on how these strategies and theories can be adapted to this unique region and climate. At the end of each applicable section, there are specific notes about how the theory discussed can relate to the Florida environment.

A literature review revealed five major areas of focus for this project: Attention Restoration Theory, Stress Recovery Theory, preferences and perceptions, Therapeutic Landscape Theory and case studies, and campus planning and design case studies.

Within each section, subtopics emerged that become the 24 guidelines presented in the findings section.

These guidelines are in turn applied to a redesign proposal for an existing campus space,the Yardley Garden, at the University of Florida in Gainesville, Florida (figure 2).

Figure 1 Areas of theories combining to form the project area of focus

Figure 2 Project process diagram

6

MENTAL HEALTH + UNIVERSITY LANDSCAPES

7

BOENKER

Introduction

UNIVERSITY STUDENT MENTAL HEALTH IMPORTANT TERMS / ACRONYMS

ART: attention restoration theory

College/university used interchangebly CWC: Universty of Florida’s Counseling and Wellness Center, where students can get a variety of counseling and psychiatry services LMP: landscape master plan Mindful; mindfulness: focusing one’s awareness on the present moment, especially as part of a therapeutic or meditative technique (Oxford English Dictionary) PSD: perceived sensory dimension Restorative: having the ability to restore health, strength, or a feeling of well-being (Oxford English Dictionary) SRT: stress recovery theory UF: University of Florida

The majority of college students are in a developmentally rich period of their lives. Many are moving away from their family and support system for the first time in their lives, navigating a competitive and stressful learning environment, trying to establish a new social support system, all while trying to decide what their path of study and career plans entail. In short, students are transitioning from their teenage years into adulthood. This demographic faces a serious mental health vulnerability, with mental ‘disorders’ accounting for almost half of the disease burden for young adults in the United States [Hunt 2009].

According to Hunt’s study, only 24% of US college students suffering from depression were receiving treatment [2009].

Moreover, the ratio of students to mental health counselors was 1900:1. At larger institutions, this disparity grew even more extreme [Hunt 2009]. Hunt lists the following as barriers to getting the necessary help: ɤ Lack of time ɤ Privacy concerns ɤ Lack of emotional openness ɤ Financial constraints ɤ A sense of stigma ɤ Lack of a perceived need to seek help ɤ Lack of knowledge about insurance and how to navigate using it ɤ Skepticism of the effectiveness of treatment

US COLLEGE STUDENTS - SPRING 2019 Anytime in the past 12 months Felt exhausted - not from physical activity

84.7%

Felt overwhelming anxiety

65.7%

Felt so depressed it was difficult to function

45.1%

Felt overwhelmed by all you had to do

87.4%

Seriously considered suicide

13.3%

Things affecting academic performance in the last 12 months Anxiety

27.8%

Depression

20.2%

Stress

34.2%

Within the last 12 months, diagnosed or treated by a professional for Anxiety

24.3%

Depression

20.0%

Within the last 12 months, things that were traumatic or difficult to handle Academics

51.2%

Career related issues

30.6%

Figure 3 US College Students Mental Health, 2019

The spring 2019 National College Health Assessment provides data about US college students’ mental health, shown in figure 3.

8

MENTAL HEALTH + UNIVERSITY LANDSCAPES

9

BOENKER

Introduction

CWC PROBLEMS AT TRIAGE Fortunately, landscape architecture is poised to aid in the improvement of students’ mental health without encountering the eight barriers listed above. The following theory sections will show the wealth of information available supporting the idea that landscapes can help relieve stress and help people feel better mentally. While a restorative landscape is not a substitute for counseling or medical help for mental health issues, it seems likely from the research that it could be a helpful tool in supporting the mental wellness of university students.

For busy college students, a walk through a well-designed space during a busy school day may be more accessible than taking the time to go to a therapy session or a doctor appointment.

Further, students unfortunately may not have the financial means to seek the help that they need. Stigma, skepticism and difficulty opening up to someone may also impair the ability of students to seek professional treatment.

However, campus landscapes are free to students and do not necessitate being emotionally open with someone. Moreover, it is highly unlikely that spending time in a restorative campus space would carry the same negative stigma that some people associate with mental health care.

UNIVERSITY OF FLORIDA COUNSELING AND WELLNESS CENTER TRENDS

At the University of Florida (UF), the Counseling and Wellness Center (CWC) provides data annually about the services

10

available to students. The data from 2012-2018 were examined, with a few important trends emerging: ɤ The number of students being seen is generally increasing, while the number of sessions per student is generally decreasing (see figure 11). This may suggest an increasing demand and limited or stagnant resources with which to serve the students.

Anecdotal conversations with CWC providers over my seven years at UF also suggest that staff are inundated with student demand and unable to keep up. ɤ The percentage of the students being seen by the CWC hovers around 8-9% of the student population at UF. Problems commonly reported by students on intake forms include: ɤ Academic distress ɤ Substance abuse ɤ Difficulty concentrating ɤ Sadness and depression ɤ Shyness and social anxiety ɤ Suicidal thoughts/intent [UF CWC Annual Reports, 2012-2018]

Figure 4 2012-2013

Figure 6 2014-2015

Figure 5 2013-2014

Figure 7 2015-2016

The tables on the following pages show how these problems vary from year to year. All data on the following three pages come directly from the annual reports, cited after the tables.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

11

BOENKER

Introduction

CWC TRENDS YEAR

Figure 8 2016-2017

Figure 10 2018-2019

2018

2017

2016

2015

2014

2013

2012

STUDENTS SEEN

5340

5088

4764

4401

4326

4736

5186

AVERAGE NUMBER OF INDIVIDUAL SESSIONS

Not reported

6

6.28

7

7.36

6.88

5.3

Figure 11 CWC Appointment Trends. Number of students being seen trends upward, and number of sessions per student is generally decreasing

REFERENCES

Hunt, J., & Eisenberg, D. (2010). Mental Health Problems and Help-Seeking Behavior Among College Students. Journal of Adolescent Health, 46(1), 3-10. doi:10.1016/j. jadohealth.2009.08.008

UF CWC. (2015). CWC Annual Report 2014-2015. Gainesville, FL.

National College Health Assessment. (2019, May). Retrieved October 25, 2019, from https://www.acha.org/documents/ncha/NCHA-II_SPRING_2019_US_ REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf.

UF CWC. (2013). CWC Annual Report 2013-2012. Gainesville, FL.

UF CWC. (2014). CWC Annual Report 2013-2014. Gainesville, FL.

UF CWC. (2018). UF CWC Annual Report 2017-2018. Gainesville, FL. UF CWC. (2017). CWC Annual Report 2016-2017. Gainesville, FL. UF CWC. (2016). CWC Annual Report. Gainesville, FL.

Figure 9 2017-2018

12

MENTAL HEALTH + UNIVERSITY LANDSCAPES

13

BOENKER

Introduction

METHODOLOGY The literature review explored theory related to restorative landscapes including: Attention Restoration Theory, Stress Recovery Theory, Perceived Sensory Dimensions, landscape perceptions and preferences, and therapeutic landscapes. Figure 12 shows these topics, as well as prominent scholars where applicable.

Most journal articles were from sources such as Landscape and

Urban Planning, Journal of Environmental Psychology, Landscape Research, and Urban Forestry and Urban Greening. Rachel and Stephen Kaplans’ books, With People in Mind and The Experience of Nature, were instrumental in the understanding of much of the environmental psychology theory. Therapeutic Landscapes by Clare Cooper Marcus and Naomi Sachs and Healing Gardens by Cooper Marcus and Marni Barnes were also heavily consulted.

LITERATURE REVIEW DIAGRAM

ENVIRONMENTAL PSYCHOLOGY

ART

KAPLAN’S HARTIG LEE

SRT

ULRICH COOPER-MARCUS

Therapeutic case studies were selected from Cooper Marcus’ 2014 book Therapeutic landscapes: an evidence-based approach to designing healing gardens and restorative outdoor spaces.

LANDSCAPE THEORY

THERAPEUTIC LANDSCAPES

COOPER-MARCUS ULRICH

PREFERENCES

COOPER-MARCUS

This table provides a summary of the literature reviewed for each topic. Some of the articles fall into multiple cataegories. In these cases, they have been listed in the group with which they most closely align. The most synergies and overlaps were seen in the top row of the chart. There were interesting differences between the bottom categoeies in that the therapeutic landscape literature is generally written about healthcare settings.

This resulted in interesting conflicts with campus applications, examples of which will be discussed in a later section (i.e. moveable seating).

PERCEPTIONS

STIGSDOTTER

Campus Landscape Master Plans were selected from Strategies for an Effective Landscape Master Plan: Creating a More Useful Tool for Campus Planning and Design using a methodology described in more detail in the case study section.

ART/SRT Li 2016 Nordh 2009 Han 2003 Conniff 2016 Korpela 2001 Gatersleben 2013 Lee 2015 Hartig 2006 Hartig 1991 Ulrich 1984 Ulrich 1991 Kaplan and Kaplan 1989 Kaplan and Kaplan 1998

PREFERENCES + PERCEPTIONS Stigsdotter 2017 Wood 2018 Ozguner 2006 Tomao 2018 Windhorst 2015 Milligan 2007 Stigsdotter 2011 Low 1992 Riley 1992 Cooper Marcus 1992 Herzog 1992 Ulrich 1983

SCHOOLS + STUDENTS Latomme 2013 Lau 2009 van den Bogerd 2019 Liu 2018 Manley et al., 2017 Windhorst 2016 Speake 2013 Hunt 2009 UF CWC Annual Reports 2012-2018 Seitz 2014 University of Wisconsin - Madison LMP Auburn University LMP University of Florida LMP National College Health Assessment 2019

THERAPEUTIC/HEALING LANDSCAPES Ivarsson 2012 Sander-Regier 2015 Cooper Marcus 2014 Ulrich 1999 Barnes 1999 Weyand 1999 Golden Gate Park 2019

Figure 13 Literature review sources matrix

HARTIG ULRICH WINDHORST

Figure 12 Literature review diagram

14

MENTAL HEALTH + UNIVERSITY LANDSCAPES

15

BOENKER

THEORY

Attention Restoration Theory (ART) is a major theoretical foundation for much of the restorative landscape research. ART assumes people suffer from a phenomenon called directed attention fatigue (figure 2.1) which makes it harder to focus after prolonged intense attention to a task that is not inherently interesting or enjoyable, requiring effort to block out external stimuli [Kaplan et al., 1989, p 179]. Exposure to nature can accelerate recovery from this cognitive fatigue. This can happen

passively or actively; for example, a view of a green space outside a window, a short stroll in a garden, or a prolonged hike in the woods [Kaplan et al., 1998 p 18; Li & Sullivan, 2016; Sander-Regier et al., 2015; van den Bogerd et al., 2018]. The amount of time in these spaces appears to have a relationship with the level and duration of benefits experienced [Lee et al., 2015; Li & Sullivan, 2016].

Theory: Attention Restoration Theory

ATTENTION RESTORATION THEORY

ATTENTION RESTORATION THEORY

Figure 2.1 The ART Pathway

16

MENTAL HEALTH + UNIVERSITY LANDSCAPES

17

BOENKER

BEING AWAY

This factor refers to feeling like one has been removed from the routine and headspace of their everyday life (figure 2.2). For this criteria to be met, one does not actually have to be physically removed from a space; a view out a window can, in some cases, be sufficient for feeling like one has ‘gotten away’ from the

original context [Kaplan et al., 1998].

FASCINATION

Fascination refers to the ability of the site to hold attention and distract from stressors. If a space is fascinating, the user will find themselves focused on and interested in things on the site for a period of time (figure 2.3). Fascinating spaces must distract from cognitive directed attention without requiring conscious effort. Fascination can help suggest the experience of ‘being away’ even if the site is small or not physically far removed from

the stress-inducing context. Fascination helps give the thinking mind (direct attention) a break and allows these mental facilities to recover while a more involuntary attention that requires less energy (soft fascination) is used to focus on the fascinating site features. A fascinating site both revitalizes and calms the mind.

EXTENT

According to Kaplan et al., for a space to have a large extent, it “must be rich enough and coherent enough so that it constitutes a whole other world” [1989, p 184]. In other words, there is

enough going on in a space, regardless of physical size (figure 2.4), to help the user feel as if they have entered a space entirely different from the mentally fatiguing one, be this a physical space or a state of mind. In this way, the user is able to let go of the tiring mental activities they were engaged in and naturally focus on the new elements of this space instead. Extent may be achieved in a conceptul way. For example, viewing a picture of a geographically far away nature scene can help cultivate a sense of extent [Kaplan et al., 1998].

Theory: Attention Restoration Theory

ART specifies four things required for a landscape to be restorative: being away, fascination, extent, and compatibility [Kaplan et al., 1998].

COMPATIBILITY

Compatibility refers to whether or not a space allows a user to engage in their desired activity (figure 2.5). For example, if a user wants to walk, a well-cleared trail will be an important prerequisite for a restorative experience. If the user simply wants a quiet place to sit and observe, a comfortable seating area will be required. This aspect of ART can vary dramatically from person to person; for example, some may find walking in the woods to be stressful, which would inhibit its ability to provide a restorative experience, while another person may find this experience extremely relaxing.

These four elements of a site (figure 2.6) complement and enhance one another to provide a revitalizing, stress-reducing environment and experience for the site visitor.

Figure 2.2 Even though this path leads to a bus stop, it feels removed from the context waiting immedately on the other side of it

18

Figure 2.3 The rich layering of plants in this area provides people with many opportunities for fascination

Figure 2.4 The borders on this tree-lined lawn help reinforce a sense of extent even in this realtively small space

MENTAL HEALTH + UNIVERSITY LANDSCAPES

19

BOENKER

FASCINATION

the ability of the site to hold attention and distract from stressors

EXTENT

Figure 2.5 Wooden posts installed for students to hang hammocks on facilitate compatability of student desires in this space

there is enough going on in a space, regardless of physical COMPATABILITY size, to help the user feel as whether or not a space allows if they have entered a space a user to engage in their entirely different from the desired activity mentally fatiguing one, be this a physical space or a state of mind Figure 2.6 Summary of four factors of ART

STAGES + LEVELS OF RESTORATION

There are four stages to be achieved through ART, according to Kaplan et al. [1989 pg 196-197; Han 2003]. The most basic level is clearing one’s head. Next, the capacity for directed attention is restored. Soft fascination is defined by Ulrich as involuntary attention [1991] or a level of attention that doesn’t require effort or work, which allows mental fatigue to subside [Cooper Marcus 2014]. Once soft fascination has

20

helped quiet the thoughts enough, there is a new ability to pay attention to matters that were not able to be addressed because of too many other distractions. If enough time is spent in the restorative space, a fourth level may be reached. In this state, people will be able to engage in deeper internal reflection. Here one may explore things such as goals, dreams and ambitions, examine one’s priorities, and ask existential questions about their purpose and reflect on their life.

Just as different spaces can help promote different levels of restoration, it is important to realize that each individual visiting a site has different experiences and levels of cognitive fatigue leading up to their visits. Hartig and Staats [2006] saw that students who were more fatigued before engaging in a restorative experience prefered natural spaces over urban spaces and showed more preference for one landscape over another than students who were less fatigued. In order to achieve these higher levels of restoration, such preferences and phenomena should be considered in the design responses.

Indirectly suggesting the achievement of these benefits, students at the University of Ottawa expressed that a courtyard with a diversity of flora and fauna served as a nice place for difficult conversations or deep reflection about their future plans and studies [Sander-Regier, et al., 2015]. The students said they felt their stressors melting away and were able to think about these difficult topics with greater openness and ease.

Cooper Marcus [2014] uses this theory to suggest that sites which are easily navigable, requiring less cognitive energy to understand, move through and experience, make the space more

restorative and memorable. Considering this in circulation layout can help promote a higher baseline possibility of restoration, and may help users access the deeper levels of introspection, contemplation and restoration more readily.

AMOUNT + DURATION

Theory: Attention Restoration Theory

BEING AWAY

feeling like one has been removed from the routine and headspace of their everyday life

While not everyone will reach the latter stages, some welldesigned spaces may be able to achieve this feat. If the possibility exists to design a network of scaled sites for restoration on a campus, some spaces may focus on achieving the first two levels of restoration while others may be designed to foster a deeper sense of restoration and reflection.

Studies have shown that even short breaks in nature, or looking at nature through a window or a picture, help relieve mental fatigue and enhance concentration. Lee et al. [2015] showed that a 40 second “micro-break” looking at a green roof can help enhance concentration and reduce errors in work. The green roofs in the study were not even actually built, but rather renderings.

Moreover, the roofs were not vegetated in a particularly artful manner, they simply had a short layer of groundcover. Still, the participants in the study performed better on tasks than those who were viewing an unvegetated roof outside a window. Reinforcing that nature is an effective pathway for ART, Lee’s study found that these small breaks to look out the window at plants provided a chance to reflect and reduce some tension often experienced when engaging directed attention for long periods of time.

Li and Sullivan [2016] also showed the benefit of views to nature on performance. In a high school context, this study showed that students who were given a 10 minute break in a room with a window looking out to greenspace recovered from stress and attention fatigue quicker and more fully on their break than students in the other treatments (window looking to brick courtyard with natural light; no window). This helped reinforce the idea that vegetation, rather than just natural light, helps create

MENTAL HEALTH + UNIVERSITY LANDSCAPES

21

BOENKER

This is promising and important information. Even when students are in class, the library, or another indoor location studying, a view to a green space can still help deliver some of the restorative benefits one might receive from being more immersed in nature. This should also be considered when designing spaces adjacent to buildings. While the ground-plane experience will be significant to people physically in the space, decisions can be made to enhance the experience of viewing this space from above or through a window. In Florida’s harsh summer months, this may even be the preferred way of engaging with nature for some due to the heat and humidity. The summer rains can provide the added sensory benefit of noise. In many studies, water sounds have emerged as a highly favorable stimulus [Conniff & Craig, 2016; Han 2003]. This potential should be given consideration when designing these spaces.

FLORIDA

ɤ Florida, and the UF campus, represent a rich diversity of ecosystem types that can be emulated in landscapes to enhance feelings of being away and fascination ɤ Seasonal temperature fluctuations support different types of activities in different seasons and spaces throughout the year, which should be considered to maximize year round compatibility ɤ Lush vegetation can be used to help shape and define outdoor

22

rooms and spaces, which can help with extent and feelings of being away ɤ Views out of multi-story buildings, of which there are many on campus, should be maximized ɤ Outdoor daytime breaks in summer will likely be short, so spaces should be designed so that they can still be enjoyed in the heat (directly or from inside nearby buildings) ɤ The Florida summer thunderstorms provide an interesting opportunity to engage people using strategic views from inside buildings and outdoor shelters (i.e. pergolas)

REFERENCES

Conniff, A., & Craig, T. (2016). A methodological approach to understanding the wellbeing and restorative benefits associated with greenspace. Urban Forestry & Urban Greening, 19, 103-109. doi:10.1016/j.ufug.2016.06.019

Theory: Attention Restoration Theory

restorative benefits. This likely happens because vegetation provides the gentle fascination and extent so central to ART [Kaplan et al., 1998].

Kaplan, R., Kaplan, S., & Brown, T. (1989). Environmental Preference - A Comparison Of 4 Domains Of Predictors. Environment and Behavior, 21(5), 509-530. doi:10.1177/0013916589215001 Lee, K. E., Williams, K. J. H., Sargent, L. D., Williams, N. S. G., & Johnson, K. A. (2015).

40-second green roof views sustain attention: The role of micro-breaks in attention restoration. Journal of Environmental Psychology, 42, 182-189. doi:10.1016/j. jenvp.2015.04.003 Li, D. Y., & Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158. doi:10.1016/j.landurbplan.2015.12.015 Sander-Regier, R., Acheson, E. S., Rai, N., & Chen, J. R. Q. (2015). The University of Ottawa’s Husky Energy Courtyard: Looking back, looking forward after 10 years. Urban Forestry & Urban Greening, 14(4), 1131-1136. doi:10.1016/j. ufug.2015.10.010

Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991).

Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201-230. doi:https://doi.org/10.1016/S02724944(05)80184-7

Han, K. T. (2003). A reliable and valid self-rating measure of the restorative quality of natural environments. Landscape and Urban Planning, 64(4), 209-232. doi:10.1016/s0169-2046(02)00241-4

van den Bogerd, N., Dijkstra, S. C., Seidell, J. C., & Maas, J. (2018). Greenery in the university environment: Students’ preferences and perceived restoration likelihood.

Plos One, 13(2), 19. doi:10.1371/journal.pone.0192429

Hartig, T., & Staats, H. (2006). The need for psychological restoration as a determinant of environmental preferences. Journal of Environmental Psychology, 26(3), 215-226. doi:10.1016/j.jenvp.2006.07.007 Kaplan, R., Kaplan, S., & Ryan, R. L. (1998). With people in mind: design and management of everyday nature. Washington, DC: Island Press.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

23

BOENKER

THEORY

STRESS RECOVERY THEORY

Ulrich refers to stress as “a process of responding to events and environmental features that are challenging, demanding, or threatening to well-being” [Ulrich, 1999 pg. 32; Ulrich et al., 1991]. A stress reaction has psychological, physiological and behavioral components. Stress recovery theory (SRT) looks at stress holistically, taking these three components into account, while ART focuses specifically on mental fatigue [Ulrich et al., 1991].

due to evolved predispositions of the brain. For example, if one sees a snake, involuntary attention will, thoughtlessly, remind us that the snake is dangerous and needs to be avoided, activating a physiological response to flee from this situation. According to this framework, fascination alone is not enough to create a stress-reducing experience because it can sometimes be the very trigger of the stress-inducing experience to begin with [Ulrich et al., 1991].

SRT is based on a psycho-evolutionary framework supporting the idea that natural environments with minimal to no threats should offer reduction from stress. Ulrich’s psycho-evolutionary framework takes impressions of aesthetics (i.e., likes and dislikes) and emotional reactions to stimuli into account, recognizing that these reactions can either hinder or heighten stress recovery. This framework considers the natural settings in which humans evolved to explain what may be stress reducing versus stress inducing.

Savannah type settings are typically, across cultures, felt to be restorative. When the brain was evolving in these spaces, an ability to see and monitor threats (prospect) while having shelter offered by scattered trees (refuge) increased chances of survival.

Moreover, this type of vegetation and ecosystem became associated with access to food and water. This framework puts forth the idea that humans thus have a predisposition to favor environments or scenes resembling a grassy savannah [Ulrich, 1999; Ulrich et al., 1991].

Ulrich [1984, 1991] shows that, relative to urban environments, stress recovery occurs more rapidly and fully in non-threatening natural settings. Additionally, other research has since shown that short exposure to nature is often sufficient for reducing stress [Lee et al., 2015; Li & Sullivan, 2016; Ulrich et al., 1991]. This may be because our brains evolved in natural spaces, so this sort of stimuli is more familiar and requires less cognitive work and energy to process than relatively newer urban stimuli, such as traffic and large buildings.

Ulrich critiques ART, explaining that fascination is at work in stressful situations rather than just restorative ones. Again, this is

24

Theory: Stress Recovery Theory

STRESS RECOVERY THEORY

Ulrich [1983] and Ulrich et al. [1991] consider nature based stress recovery as the pathway shown in figure 3.1.

Exposure to nature should cause positive emotional and physical reactions. In turn, this should hold attention, compelling us to take in more of this natural scene or stimuli. By doing so, we experience more positive emotions, which replace or quiet the negative thoughts or original source of stress. Once these stress reactions are in check and the negative feelings are replaced by calm, positive emotions, we can recover, physically and emotionally, from the stress [Ulrich, 1983, 1999; Ulrich et

MENTAL HEALTH + UNIVERSITY LANDSCAPES

25

BOENKER

Figure 3.1 Stress Recovery Theory Pathway facilitated by nature exposure

SENSE OF CONTROL

When people cannot control the stressors in their lives, it can be immensely helpful to have something that allows them to feel in control and empowered (figure 3.2), even temporarily. A garden or outdoor space can be a setting in which this occurs.

26

Time in this space can serve as an artificial sense of being able to mentally or physically get away from the stressor, helping the stressed individual feel more in control of their situation. In turn, this may help alleviate stress.

support helps increase overall health, and is a useful tool for stress reduction for some people. Studies of college student preferences for restorative spaces have shown that social interaction is a helpful method of stress reduction for some students [Seitz et al., 2014; Speake, 2013]. Others may be coming to a restorative space for solitude and alone time. Thus, in designing spaces for as diverse an audience as a university population, it is important to plan for a variety of spaces, or at least a variety of ways to use a space if space is limited.

Having settings for a variety of levels of social interaction within the space can help ensure that a greater number of visitors are served. For example, people can sit alone on a bench off to the

side or along the periphery enjoying some refuge, while others can simultaneously enjoy the space in pairs or small groups (figure 3.3). Either way, having the choice to use the space as one wishes helps maximize restorative potential. This is in line with achieving compatibility, an important component of ART.

Figure 3.3 Students gather in small groups on the Plaza of the Americas lawns

Figure 3.4 This boardwalk trail meanders through a campus wetland, creating a sense of extent that invites users to move through the space

Theory: Stress Recovery Theory

al., 1991]. Ulrich offers four factors a space should have to maximize stress reduction: a sense of control, social support, physical movement and exercise, and positive natural distractions [Healing Gardens, Chapter 2. 1999.].

PHYSICAL MOVEMENT + EXERCISE

Physical movement and exercise can help reduce stress. Welldesigned paths allow visitors to take in the calming natural setting (figure 3.4) and calm the physiological reactions through movement [Cooper Marcus & Sachs, 2014].

Figure 3.2 Varied seating options allow students a sense of control over their experience in the space

SOCIAL SUPPORT

A sense of control in a space can be helpful in managing social support, another contributor to stress reduction. Social

MENTAL HEALTH + UNIVERSITY LANDSCAPES

27

BOENKER

EXAMPLE IN PRACTICE

In a science building courtyard at the University of Ottawa, the presence of small fauna is exciting for people within and adjacent to it [Sander-Regier et al., 2015]. People in the upper floors of the building are able to look down and observe birds and small mammals. The view and experience of a space from above should be considered and capitalized upon in the design of campus spaces. Designs that take into account people viewing the space from above or from a distance help turn the site into a richer space, able to serve those interacting with it in many ways and from many angles. A small building courtyard can thus have an impact greater than its size in the ground plane would suggest.

Creative use of these spaces can help to take advantage of limited pieces of precious campus space. Further, they can afford opportunities for restorative engagement with the landscape regardless of climatic concerns in areas where this could be a hindrance from people spending time in these spaces (i.e. summer in Florida, winter in harsher northern climates).

FLORIDA

ɤ Consider how people can get restorative benefits from viewing the site from indoors when it’s too hot, humid, or rainy to actually spend time in the space ɤ North Central Florida pine forest ecosystems can provide inspiration for savannah ecosystem plantings that are crossculturally preferred with a regional feeling, using the numerous ornamental grass species that thrive in this climate ɤ Take advantage of the fact that people can engage in outdoor physical movement and exercise year round in Florida

REFERENCES

Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

Sander-Regier, R., Acheson, E. S., Rai, N., & Chen, J. R. Q. (2015). The University of Ottawa’s Husky Energy Courtyard: Looking back, looking forward after 10 years. Urban Forestry & Urban Greening, 14(4), 1131-1136. doi:10.1016/j. ufug.2015.10.010

Theory: Stress Recovery Theory

POSITIVE NATURAL DISTRACTIONS

Positive natural distractions can allow mental distance from stressors. Positive natural distractions are similar to fascinating things discussed in the ART framework. In SRT, Ulrich recognizes that these positive distractions can help replace negative thoughts with positive ones, acting to improve mood and thus allowing for stress reduction. This can happen at various scales (figure 3.5) and through materials, planting design, light, pathways, views and other site features. Moreover, if space is limited, circuitous paths or trails, hidden views, and thresholds are effective tools for capitalizing on the space and increasing the number of positive natural distractions.

Seitz, C. M., Reese, R. F., Strack, R. W., Frantz, S., & West, B. (2014). Identifying and Improving Green Spaces on a College Campus: A Photovoice Study.

Ecopsychology, 6(2), 98–108. doi: 10.1089/eco.2013.0103 Ulrich, R. S., (1999). “Effects of Gardens on Health Outcomes: Theory and Research.”

27– 86 in Healing Gardens: Therapeutic Benefits and Design Recommendations , edited by C. Cooper Marcus and M. Barnes. New York: John Wiley and Sons.

Ulrich, R. S. (1984). View Through A Window May Influence Recovery From Surgery.

Science, 224(4647), 420-421. doi:10.1126/science.6143402 Ulrich, R. (1983). Aesthetic and Affective Response to Natural Environment.

Human Behavior & Environment: Advances in Theory & Research, 6, 85-125. doi:10.1007/978-1-4613-3539-9_4 Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991).

Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201-230. doi:https://doi.org/10.1016/S02724944(05)80184-7

Lee, K. E., Williams, K. J. H., Sargent, L. D., Williams, N. S. G., & Johnson, K. A. (2015).

40-second green roof views sustain attention: The role of micro-breaks in attention restoration. Journal of Environmental Psychology, 42, 182-189. doi:10.1016/j. jenvp.2015.04.003

Figure 3.5 Spanish moss blowing in the breeze provides a positive natural distraction to those passing by or sitting near the tree

28

Figure 3.6 A student takes a break in the University of Ottawa’s Husky Energy Courtyard (Soruce: Renate Sander-Regier)

Li, D. Y., & Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158. doi:10.1016/j.landurbplan.2015.12.015

MENTAL HEALTH + UNIVERSITY LANDSCAPES

29

BOENKER

THEORY

PERCEPTIONS + PREFERENCES

30

Perceived sensory dimensions (PSDs) are aspects of a site that users experience in varying levels. PSDs are a helpful way to understand what contributes to the level of restoration experienced in spaces [Lau & Yang, 2009; Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011]. Even when not directly referred to as PSDs, most of the research examining preference and restoration reviewed for this project touch on a few of these traits in some capacity, which merits a deeper discussion here.

interaction with others. Thus, it is important to provide a variety of spaces for restoration knowing that while students share common experiences, individuals see and experience a site differently, and need different things from them.

Theory: Perceptions + Preferences

PERCEPTIONS + PREFERENCES

There are eight PSDs: social, prospect, rich in species, serene, culture, space, nature, and refuge [Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011]. The level of these factors present in a site help explain how restorative the site is. It is important to remember that these factors are experienced differently by individuals. In other words, one person’s restorative site may be stress-inducing for someone else.

SOCIAL

Sites that are high in this PSD allow for interaction between people. Campus plazas and open spaces would be expected to have high social opportunities (figure 4.1). Stressed individuals often seek privacy and solitude when trying to relax [Ivarsson & Grahn, 2012; Korpella and Hartig, 2001; Milligan & Bingley, 2007; Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011; Windhorst & Williams, 2015]. However, some students may find time with friends restorative [Ivarsson & Grahn, 2012; Lau & Yang, 2009; Sander-Reiger, 2015; Seitz et al., 2014; Speake et al., 2013; Stigsdotter & Grahn, 2011]. Generally, social spaces are less restorative, unless the individual is specifically seeking out

Figure 4.1 Plaza of the Americas features large lawns that are popular gathering spaces for students

The social PSD can be emphasized in some spaces to offer an appropriate setting for group restoration. It should be balanced

MENTAL HEALTH + UNIVERSITY LANDSCAPES

31

BOENKER

PROSPECT

A site with prospect allows a user to survey the site (figure 4.2). This can enhance user comfort by reducing anxiety about being caught off guard. Prospect allows people to see what is happening around them and have an awareness of people approaching [Stigsdotter et al., 2017; Ulrich et al., 1991]. While this is important for a restorative environment, it is likely not the most important factor. It can enhance the restorativeness of a site, but likely isn’t necessarily a prerequisite to a restorative experience. The relationship between prospect and refuge will be discussed in greater detail in a later section.

32

Figure 4.2 The low plantings around the tables situated under this oak tree provide users a sense of prospect

RICH IN SPECIES

Biodiverse sites are typically seen as more restorative [Ozguner & Kendle, 2006; Stigsdotter et al., 2017; Tomao et al., 2018; Wood et al., 2018;]. A mix of species creates interest and fascination (figure 4.3), helping refocus attention on novel things, grounding the user in the moment, facilitating a restorative experience. Species richness can refer to flora or fauna.

This PSDs helps explain why many people find forests more restorative than a generic lawn. On smaller sites, pollinator

Theory: Perceptions + Preferences

gardens can attract a diversity of insects and birds. The desired PSD [Conniff & Craig, 2016; Cooper Marcus & Sachs, 2014; species composition and ecosystem type will vary between Ozguner & Kendle, 2006; Stigsdotter et al., 2017]. people [Conniff & Craig, 2016; Milligan & Bingley, 2007; Ozguner & Kendle, 2006; Sander-Regier et al., 2015; Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011; Windhorst & Williams, 2015; Wood et al., 2018].

by spaces that are individual, or more intimate. The importance of seclusion and privacy is evident in surveys of students regarding restorative environments [Sander-Reiger, 2015; Setiz, 2014].

Meeting this goal must not impede the ability of the space to prioritize safety. In other words, striking a balance between the feeling of being away (from other people, daily stressors, the classroom, and tension) and feeling safe and secure in a place is crucial to foster a restorative environment. Spaces that allow for the presence of other people without requiring verbal or intense social interaction may still be considered restorative by most. The presence of other people around may make individuals feel safer than being in a space completely alone, especially at night. Without a feeling of safety, other restorative factors in an environment will not achieve their full potential, and the space may be stress-inducing [Cooper Marcus & Sachs, 2014; Ulrich, 1983, 1999].

Figure 4.4 Despite the bordering road, this space feels serene thanks to the fountain and soft grasses screening the vehicluar areas Figure 4.3 A planting bed with a high species richness

SERENE

Serene sites are quiet, calm, passive spaces. This can be achieved through planting, the presence of gentle water flow (figure 4.4), or the creation of spaces for individual use. Serene sites are inherently less social spaces. Preferences for water and bird sounds are often highlighted when discussing this

CULTURE

A space with a high presence of culture will include clear evidence of human impacts on the space. Statues, artistic sculptures, and buildings (figure 4.5) can enhance this PSD. Generally, users prefer sites with less visible human impact, unless these markers of human influence are there to enhance usability and user comfort on the site, for example benches or trails. [Han, 2003; Seitz et al., 2014; Stigsdotter et al., 2017; Windhorst &

MENTAL HEALTH + UNIVERSITY LANDSCAPES

33

BOENKER

Theory: Perceptions + Preferences

Williams, 2015]. Sites appearing more natural than man made are usually more restorative. [Further discussion of this topic can be found in the section “Naturalness and Human-Made Features” to come].

Figure 4.6 Garden fences, walls, plantings and adjacent buildings help define the sense of space in this garden

Figure 4.7 The grassy steps outside of the Rietz Union provide a view of a diverse north central Florida woodland area

NATURE

Figure 4.5 The historic buildings framing this courtyard introduce an element of culture to this space

SPACE

This simply refers to the openness of an area. For example, a field designed for active recreation has a better feeling of space than a small courtyard. A thoughtful use of space is necessary to achieve a restorative landscape (figure 4.6) [Nordh et al., 2009; Stigsdotter et al., 2017].

34

Spaces that feel natural lack overt evidence of human intervention. This does not exclude designed spaces, as long as they still resemble something one may see in nature (figure 4.7).

This PSD is very important for restorative environments [Hartig et al., 1991; Korpela et al., 2001; Nordh et al., 2009; Ulrich, 1983; Sander-Regier et al., 2015; Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011; Ulrich et al., 1991; Wood et al., 2018]. Wooded trails are an easily recognizable strong example of this PSD [Windhorst, 2015], yet it is possible to achieve in designed areas through things like organic edges and species diversity.

REFUGE

A site that has places for users to be alone and have their back guarded will have a high degree of refuge. Effective refuge must be met with prospect or users may feel closed in or trapped (figure 4.8) [Gatersleben & Andrews, 2013; Lau & Yang, 2009; Tomoa, 2018]. A quiet place to sit and reflect alone while surveying one’s surroundings is commonly preferred in restorative spaces [Cooper Marcus & Sachs, 2014; Stigsdotter & Grahn, 2011; Stigsdotter et al., 2017].

Figure 4.8 Plaza of the Americas is home to many live oaks and southern magnolias whose canopies provide a sense of refuge next to the central open lawn space

PROSPECT-REFUGE THEORY

Studies have shown that “outdoor rooms” that have open views combined with feelings of security for the user are the most restorative [Stigsdotter et al., 2017]. This relates to ProspectRefuge Theory, which suggests that spaces are more comfortable, and thus more relaxing, if one feels safe and has their back guarded while also having a clear view of their surroundings [Gatersleben & Andrews, 2013; Stigsdotter et al., 2017]. A seat that provides visitors the opportunity to see the site clearly, and has few hiding spaces throughout, will likely be more restorative

MENTAL HEALTH + UNIVERSITY LANDSCAPES

35

BOENKER

busy day while still feeling secure due to views out of the site and having a protected feeling at one’s back.

A setting where these factors frequently clash is in forest-type settings. These spaces can be restorative, provided that they do not have such a dense understory that it leads to feelings of being trapped due to limited views [Tomao et al., 2018]. Here we see an important trade off between high species richness and prospect and refuge. A biodiverse site is often seen as more restorative [Ozunger & Kendle, 2006; Sander-Reiger, 2015; Stigsdotter et al., 2017; Stigsdotter & Grahn, 2011] but if the amount or composition of vegetation reduces views or creates hiding places, it becomes a stress inducing space [Gatersleben & Andrews, 2013; Milligan & Bingley, 2007; Tomao et al., 2018].

Studies have shown that spaces that are perceived to be more natural and more biodiverse [Ulrich et al., 1991; Wood et al., 2018] include few human-built elements (excluding things like trails and benches which serve to enhance user comfort and show maintenance of the site) [Windhorst & Williams, 2015] are preferred when stressed individuals are seeking restorative spaces. Multiple studies show university students seem to favor spaces that are naturalistic [Han, 2003; Hartig & Staats, 2006; Korpela et al., 2001; Stigsdotter et al., 2017] and maintained [Seitz et al., 2014]. Spaces that aren’t well maintained seem less comfortable or inviting.

When it comes to spaces that are perceived as most restorative, certain themes emerge. Open spaces are more favored than highly enclosed spaces [Stigsdotter et al., 2017]. That being said, a completely open space or a space that makes you feel like you’re in a fishbowl (with windows above looking in on a site, offering little privacy) is less restorative [Lau & Yang, 2009].

A balance between open views and feelings of enclosure is important. This relates to another phenomenon described by Stigsdotter. A study of perceptions of an arboretum in Denmark found that spaces that have a “den-like” character being perceived as more restorative [Stigsdotter et al., 2017]. These spaces offer an opportunity to be removed from the chaos of a

36

NATURALNESS + HUMAN-MADE FEATURES

This can be especially important when working with a native plant pallet that experiences extreme seasonal variation, as some Florida natives do. If well-maintained, the landscape can be attractive year round. If left to its own devices, however, it may quickly look unkempt and uninviting. While this could seem like a daunting task, there are creative ways to maintain these spaces.

At the University of Ottawa, an internal courtyard has become an important space to many students. Some feel so much ownership of the space that they’ve begun helping maintain the space, doing small things like pulling weeds while visiting [SanderRegier et al., 2015].

In addition, the presence of “hard fascinations” such as litter,

bees, and foul smelling trash cans distract from relaxation [Seitz et al., 2014]. The presence of benches, trashcans, walkways and trails help improve the user experience on a site as long as they’re well-maintained and not the central features [Han, 2003; Windhorst & Williams, 2015].

SENSE OF PERCEIVED + ACTUAL CONTROL

A public space that has pieces that can be rearranged, say chairs or tables, by the users encourages choice, a sense of control, and individual agency. While this is a relatively small degree of control or freedom, it may help people feel more empowered [Cooper Marcus & Sachs, 2014]. An adaptable space is in line with the ‘control’ and ‘compatibility’ pieces of SRT and ART, respectively. Enhancing these factors helps increase the likelihood that a space will serve as a restorative environment, offering relief and peace from outside stressors. This may help develop a positive place attachment and encourage repeated use. At the very least, students will be able to reap the benefits of repeated use of the space. At best, they may internalize their experiences, engage in deeper reflection, and develop a mindfulness practice through their time in the space that can be carried forward into their daily lives.

SHORT BREAKS

In the campus setting, students may have a short window between classes or a quick study break from the library. Even these short breaks can facilitate recovery from mental fatigue and improve performance. Lee showed that a 40-second ‘microbreak’ where study participants were able to view a vegetated

green roof outside of a window helped reduce errors compared to the control group who viewed a non-vegetated roof [Lee et al., 2015]. High school students that were given a ten minute break from a stressful task in a room with a window looking out on a vegetated school yard experienced more stress relief than students who looked out at a brick courtyard or didn’t have a window at all [Li & Sullivan, 2016]. If the space is not compatible, though, this restoration won’t be achieved.

Theory: Perceptions + Preferences

and comfortable than one where there are many hiding places because of heightened feelings of perceived danger [Gatersleben & Andrews, 2013].

It is important to provide spaces where students can use the space in a way that meets their needs in order to reap the benefits of these short breaks. The importance of user comfort and compatibility in these spaces must be at the forefront of the design, right behind the theoretical pathways and guidelines (ie ART, SRT). This can be accomplished through planting design, the size of the space, pathways, materials and the selection and placement of furniture.

ULRICH’S FINDINGS

Taking all of these concepts into account, Ulrich [1983] provides a set of characteristics that generally foster higher levels of preferences for landscapes.

He states that “unspectacular nature scenes” should be preferred if: ɤ They have a moderate to high level of complexity ɤ There is a focal point/structure to organize the complexity, making the site understandable/readable with little cognitive energy ɤ A sense of moderate depth can easily be read and perceived

MENTAL HEALTH + UNIVERSITY LANDSCAPES

37

BOENKER

FLORIDA

ɤ The Florida peninsula supports a great diversity of species given its unique geographic span and range of climates, increasing the planting pallet options to create rich designs (rich in species PSD) ɤ Mature campus trees are plentiful on UF’s campus (nature PSD) ɤ The historic part of campus provides a unique character and backdrop to many outdoor campus spaces (culture PSD) ɤ Many native Florida plant species have seasonal dormancy.

These plants should be used in spaces where they are paired with evergreen species or in well-mulched beds that signify that the space is being maintained

REFERENCES

Conniff, A., & Craig, T. (2016). A methodological approach to understanding the wellbeing and restorative benefits associated with greenspace. Urban Forestry & Urban Greening, 19, 103-109. doi:10.1016/j.ufug.2016.06.019 Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

38

Gatersleben, B., & Andrews, M. (2013). When walking in nature is not restorativeThe role of prospect and refuge. Health & Place, 20, 91-101. doi:10.1016/j. healthplace.2013.01.001 Han, K. T. (2003). A reliable and valid self-rating measure of the restorative quality of natural environments. Landscape and Urban Planning, 64(4), 209-232. doi:10.1016/s0169-2046(02)00241-4 Hartig, T., & Staats, H. (2006). The need for psychological restoration as a determinant of environmental preferences. Journal of Environmental Psychology, 26(3), 215-226. doi:10.1016/j.jenvp.2006.07.007 Hartig, T., Mang, M., & Evans, G. W. (1991). Restorative effects of naturalenvironment experiences. Environment and Behavior, 23(1), 3-26. doi:10.1177/0013916591231001 Ivarsson, C. T., & Grahn, P. (2012). Differently Designed Parts of a Garden Support Different Types of Recreational Walks: Evaluating a Healing Garden by Participatory Observation. Landscape Research, 37(5), 519-537. doi:10.1080/01426397.2011.

641948 Korpela, K. M., Hartig, T., Kaiser, F. G., & Fuhrer, U. (2001). Restorative experience and self-regulation in favorite places. Environment and Behavior, 33(4), 572-589. doi:10.1177/00139160121973133

Li, D. Y., & Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158. doi:10.1016/j.landurbplan.2015.12.015

Stigsdotter, U. K., & Grahn, P. (2011). Stressed individuals’ preferences for activities and environmental characteristics in green spaces. Urban Forestry & Urban Greening, 10(4), 295-304. doi:10.1016/j.ufug.2011.07.001

Milligan, C., & Bingley, A. (2007). Restorative places or scary spaces? The impact of woodland on the mental well-being of young adults. Health & Place, 13(4), 799811. doi:10.1016/j.healthplace.2007.01.005

Tomao, A., Secondi, L., Carrus, G., Corona, P., Portoghesi, L., & Agrimi, M. (2018).

Restorative urban forests: Exploring the relationships between forest stand structure, perceived restorativeness and benefits gained by visitors to coastal Pinus pinea forests. Ecological Indicators, 90, 594-605. doi:10.1016/j.ecolind.2018.03.051

Nordh, H., Hartig, T., Hagerhall, C. M., & Fry, G. (2009). Components of small urban parks that predict the possibility for restoration. Urban Forestry & Urban Greening, 8(4), 225-235. doi:10.1016/j.ufug.2009.06.003 Ozguner, H., & Kendle, A. D. (2006). Public attitudes towards naturalistic versus designed landscapes in the city of Sheffield (UK). Landscape and Urban Planning, 74(2), 139- 157. doi:10.1016/j.landurbplan.2004.10.003 Sander-Regier, R., Acheson, E. S., Rai, N., & Chen, J. R. Q. (2015). The University of Ottawa’s Husky Energy Courtyard: Looking back, looking forward after 10 years. Urban Forestry & Urban Greening, 14(4), 1131-1136. doi:10.1016/j. ufug.2015.10.010 Seitz, C. M., Reese, R. F., Strack, R. W., Frantz, S., & West, B. (2014). Identifying and Improving Green Spaces on a College Campus: A Photovoice Study.

Ecopsychology, 6(2), 98–108. doi: 10.1089/eco.2013.0103

Lau, S., & Yang, F. (2009). Introducing Healing Gardens into a Compact University Campus: Design Natural Space to Create Healthy and Sustainable Campuses.

Landscape Research, 34(1), 55-81. doi:10.1080/01426390801981720

Speake, J., Edmondson, S., & Nawaz, H. (2013). Everyday encounters with nature: students’ perceptions and use of university campus green spaces. HUMAN GEOGRAPHIES – Journal of Studies and Research in Human Geography, 7(1), 21–31. doi: 10.5719/hgeo.2013.71.21

Lee, K. E., Williams, K. J. H., Sargent, L. D., Williams, N. S. G., & Johnson, K. A. (2015).

40-second green roof views sustain attention: The role of micro-breaks in attention restoration. Journal of Environmental Psychology, 42, 182-189. doi:10.1016/j. jenvp.2015.04.003

Stigsdotter, U. K., Corazon, S. S., Sidenius, U., Refshauge, A. D., & Grahn, P. (2017).

Forest design for mental health promotion-Using perceived sensory dimensions to elicit restorative responses. Landscape and Urban Planning, 160, 1-15. doi:10.1016/j.landurbplan.2016.11.012

Theory: Perceptions + Preferences

in the site ɤ The ground surface is relatively uniform and easy to navigate ɤ A deflected vista is present ɤ There is negligible to no level of apparent threat ɤ If all of these prerequisites are met and a calm water feature is present, likelihood of preference is even greater [Ulrich, 1983].

Ulrich, R. (1983). Aesthetic and Affective Response to Natural Environment.

Human Behavior & Environment: Advances in Theory & Research, 6, 85-125. doi:10.1007/978-1-4613-3539-9_4 Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991).

Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201-230. doi:https://doi.org/10.1016/S02724944(05)80184-7 Ulrich, R. S., (1999). “Effects of Gardens on Health Outcomes: Theory and Research.”

27– 86 in Healing Gardens: Therapeutic Benefits and Design Recommendations , edited by C. Cooper Marcus and M. Barnes. New York: John Wiley and Sons.

Windhorst, E., & Williams, A. (2015). “It’s like a different world”: Natural places, postsecondary students, and mental health. Health & Place, 34, 241-250. doi:10.1016/j. healthplace.2015.06.002 Wood, E., Harsant, A., Dallimer, M., de Chavez, A. C., McEachan, R. R. C., & Hassall, C. (2018). Not All Green Space Is Created Equal: Biodiversity Predicts Psychological Restorative Benefits From Urban Green Space. Frontiers in Psychology, 9, 13. doi:10.3389/fpsyg.2018.02320

MENTAL HEALTH + UNIVERSITY LANDSCAPES

39

BOENKER

Theory: Therapeutic Landscapes

THERAPEUTIC LANDSCAPES THERAPEUTIC DESIGN GUIDELINES + THEORY

THEORY

THERAPEUTIC LANDSCAPES

40

Clare Cooper-Marcus is one of the most prominent contemporary landscape architecture scholars in the field of therapeutic landscapes. Her work draws on that of Ulrich and the Kaplan’s as well as the disciplines of environmental psychology and evidence-based medicine and design to help landscape architects and designers understand how to best plan spaces for restorative experiences. Most of her writing, as well as the literature in general, centers on restorative landscapes in healthcare settings [Cooper Marcus & Barnes, 1999, 2014; Ivarsson & Grahn, 2012; Ulrich 1984, 1999]. While this work revolves around a relatively specific user group with different vulnerabilities than the general population, it is still useful when designing for other groups and settings.

Key take-aways from Cooper Marcus’ edited volumes Therapeutic Landscapes and Healing Gardens include: ɤ Focus on the end user ɤ While many design projects focus on an abstraction of a concept, feature/object or experience, therapeutic landscapes should be straightforward (figure 5.1) ɤ Healing/therapeutic landscapes should be unambiguously positive [Cooper Marcus & Barnes, 1999] (figure 5.2) ɤ Sculptures and other abstract art forms can end up being stress-inducing for already emotionally or mentally vulnerable/overstimulated individuals [Cooper Marcus & Barnes, 1999] (figure 5.3) ɤ While it is nice to include references to local places, customs or scenes, abstracting these concepts dilutes the sense of

Figure 5.1 The Pugh Hall Courtyard space is a peaceful space in the heart of campus, partly due to its straightforward design in relationship to the adjacent buildings

familiarity that would be helpful in fostering a restorative experience [Cooper Marcus & Barnes, 1999] ɤ Engaging multiple senses can increase the restorative benefits of a site [Cooper Marcus & Sachs, 2014] (figure 5.4) ɤ Regarding prospect and refuge: • A higher proportion of refuge than prospect is preferred by women (relative to men) and sick or fatigued individuals • Teenagers prefer more prospect than refuge • Given that university students endure a great deal of stress, and many students are still in their teen years during

MENTAL HEALTH + UNIVERSITY LANDSCAPES

41

BOENKER

Figure 5.3 An ambiguous sculpture outside a popular study space may not provide the most restorative view for a stressed student

the beginning of college, it is important to achieve a thoughtful balance of prospect and refuge in restorative campus landscape networks for maximum success ɤ Pair or group interactions often take place in more enclosed natural spaces while individual uses of these spaces generally occur in more open areas [Ulrich, 1999] ɤ Large mature trees and vegetation can provide a sense of stability for tired or stressed individuals [Cooper Marcus & Sachs, 2014] ɤ While it is good to follow environmentally sustainable best practices in design and maintenance, overt mention of sustainability or environmental issues may become stress

inducing for already vulnerable individuals [Cooper Marcus & Barnes, 1999] ɤ Labeling plants and providing information on their medicinal uses or other facts may provide a pleasant intellectual distraction for some visitors [Cooper Marcus & Barnes, 1999] ɤ Taking a people-oriented approach to the design of these spaces typically yields the most restorative benefits [Cooper Marcus & Barnes, 1999] ɤ 70% of the space should be vegetation and 30% of material should be hardscape [Cooper Marcus & Sachs, 2014] (figure 5.5)

Theory: Therapeutic Landscapes

42

Figure 5.2 Ping-pong tables outside Newell Hall provide students wiht an artful reminder to incorporate downtoime into their busy days

ɤ Healing gardens must foster: • A sense of control and access to privacy ɤ Avoid the fishbowl effect by providing strategic vegetative screening of areas for people within sites adjacent to multistory buildings or higher vantage points [Ulrich, 1999] (figure 5.6) ɤ Provide an adequate number of spaces to reduce the possibility of crowding [Ulrich, 1999] ɤ Ensure the site is easily accessible and includes adequate wayfinding, making it easier to navigate without a large amount of cognitive effort [Ulrich, 1999] • Opportunities for social support • Opportunities for physical movement and exercise ɤ Looping trails can expand the amount of area to walk in small sites [Ulrich, 1999] • Access to positive natural distractions [Ulrich et al., 1991; Ulrich 1999]

Figure 5.4 Rosemary provides a pleasant smell to garden visitors

VARYING EXPERIENCES

A well-designed space can serve users with different preferences and needs simultaneously. In a Swedish healing garden, researchers observed patients using the space for ‘introvert’ and ‘extrovert’ walks [Ivarsson & Grahn, 2012]. The introvert walk category includes walks when the patient’s focus is internal or on a serious conversation with one person. In this setting, therapists conduct individual sessions while walking in the garden. Patients Figure 5.5 The Reitz Union Lawn has more vegetation than hardscape

MENTAL HEALTH + UNIVERSITY LANDSCAPES

43

BOENKER

The differences in these types of uses in the same garden illustrate how intentional design for specific user experiences creates a space that serves people with different methods for achieving stress relief simultaneously. To serve the greatest number of users, a network of restorative campus spaces should either (a) have a number of separate spaces designed for individual, quiet, reflective use and other spaces for group interactions or (b) have areas that accommodate individual and group use simultaneously.

44

Figure 5.6 Trees planted on either side of this courtyard help mitigate the fishbowl effect while still allowing those inside the buildings to have views to greenspace.

Barnes [1994] found that when people seek solace outside, four main processes transpire:

also walk in pairs discussing their own therapeutic experiences in depth. These more intense individual and interpersonal interactions focus on internal processes (thoughts, feelings, individual restoration) rather than what is going on in the garden.

In these instances, the design of the garden provides the ability to move around and focus internally without a high level of attention required to navigate or understand the space [Ivarsson & Grahn, 2012].

During ‘extrovert’ walks, the focus becomes external, observing the features of the garden in order to achieve therapeutic

ɤ People move away, physically or mentally, from the stressor ɤ There is a ‘sensory awakening’, a liberation from directed attention ɤ Reconnecting with the self ɤ Spiritual attunement, or a sense of being connected to or part of something more than oneself [Cooper Marcus & Barnes, 1999].

This is similar to the four levels of restorative experiences put forth by the Kaplan’s, reinforcing the varying levels of restoration and healing that can take place in these landscapes.

FLORIDA

ɤ Seasonal weather fluctuations should be considered, designing spaces that have microclimates for use year round ɤ Florida’s rich variety of ecosystems and natural phenomena and processes can be shown through design details (i.e. hardscape patterns, tree wells, etc), which could also help encourage site visitors to pay careful attention to the site and aid in fascination ɤ Large mature trees are a strength as they provide shade to make spaces comfortable in the hot summer and fall months ɤ Labeling plants can be a good way to teach about native species which also ties into UF’s education and extension missions ɤ The 70% vegetation rule will help keep temperatures comfortable ɤ Many students walk around and through campus at night year round given the mild night time temperatures. This should be considered from a user comfort perspective, ensuring that adequate thought is given to safety and comfort on the site during night time.

REFERENCES

Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

Cooper Marcus, C., & Barnes, M. (1999). Healing gardens: therapeutic benefits and design recommendations. New York: J. Wiley.

Theory: Therapeutic Landscapes

benefits. This type of walk may involve passive interactions with other garden visitors or more intensive efforts such as a group therapy session. Visitors engaging in extrovert walks will be more focused on the plants, other people and occasional animals in the space [Ivarsson & Grahn, 2012].

Ivarsson, C. T., & Grahn, P. (2012). Differently Designed Parts of a Garden Support Different Types of Recreational Walks: Evaluating a Healing Garden by Participatory Observation. Landscape Research, 37(5), 519-537. doi:10.1080/01426397.2011.

641948 Ulrich, R. S., (1999). “Effects of Gardens on Health Outcomes: Theory and Research.”

27– 86 in Healing Gardens: Therapeutic Benefits and Design Recommendations , edited by C. Cooper Marcus and M. Barnes. New York: John Wiley and Sons.

Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991).

Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology, 11(3), 201-230. doi:https://doi.org/10.1016/S02724944(05)80184-7 Ulrich, R. S. (1984). View through a window may influence recovery from surgery.

Science, 224(4647), 420-421. doi:10.1126/science.6143402

MENTAL HEALTH + UNIVERSITY LANDSCAPES

45

BOENKER

Case Studies: Restorative Landscapes

CASE STUDY SELECTION

CASE STUDIES

Cases were selected from Clare Cooper Marcus and Naomi Sachs’ book Therapeutic Landscapes. The AIDS National Memorial Grove was discussed in chapter 15 (Restorative Gardens in Public Spaces) and Nacadia was reviewed in chapter 12 (Gardens for Mental and Behavioral Health Facilities). These chapters were consulted because they relate best to the scope of this project, relative to the other chapters.

Moreover, the case studies in this book seemed like a good brief introduction to a number of cases representing different geographic locations, therapeutic landscape applications, and project types.

RESTORATIVE LANDSCAPES

46

MENTAL HEALTH + UNIVERSITY LANDSCAPES

47

BOENKER

DESIGNER

Conceptual plan: William Peters and Garrett Eckbo, Landscape architects; Isabel Wade and Alice Russell-Shapiro, environmental consultants Master plan: Michael Boland, Todd Cole, Burt Tanoue, Landscape architects; Ira Kurlander, Architect

PROJECT TYPE

Public garden / living memorial [Cooper Marcus & Sachs, 2014]

LOCATION

community could renew, rebuild and remember [Weyand, 1999] without a funereal atmosphere. The design team wanted to make a space that is “life-affirming, raises awareness, memorializes, and fosters quiet contemplation” [Weyand, 1999]. Materials were chosen to ensure that the spaces felt warm, inviting, and peaceful in order to “balance out the gravity of the AIDS epidemic” [Weyand, 1999]. Materials like stone and wood help encourage reflection in contact with the peace offered by nature. The use of circles as symbols in the park, ranging from small spaces (figure 6.1) to large lawn areas (figure 6.3) used for community gatherings, were chosen to represent life and embraces between people [Golden Gate Park, 2019].

deLaveaga Dell, Golden Gate Park, San Francisco

RESTORATIVE PRINCIPLES + HIGHLIGHTS

The space itself was unmaintained and unsafe before becoming the National AIDS Memorial Garden. Restoring the space helped bring peace to the grief-stricken community and served as a healing experience. Volunteers worked to heal the space and simultaneously experienced emotional healing through their physical work.

Figure 6.2 Large boulder at the park entrance with the name of the memorial site etched into it (Source: Simone Anne - Culture Trip)

SIZE

7 acres

COMPLETION DATE OVERVIEW

This park was created to serve as a place for reflection and healing for those impacted by the AIDS epidemic in the San Francisco area, including survivors and those who had lost loved ones to the illness.

CHALLENGE/SOLUTION:

48

The memorial serves as a respite from the busy city and provides access to nature and fresh air. A pallet of mostly native species was chosen to ensure something is in bloom year round, helping to reinforce the life-affirming concept throughout the garden no matter the season. During construction, fallen trees were left on site as a symbol of the cycle of life in nature.

People often stack rocks from the dry creek bed (figure 6.4) on larger boulders to make small temporary memorials [Weyand, 1999]. Small notes and temporary memorials are often left throughout the site as a form of cathartic healing [Cooper Marcus & Sachs, 2014].

September 1991 [Weyand, 1999]

The challenge was to create a memorial space in which the

Case Studies: Restorative Landscapes

NATIONAL AIDS MEMORIAL GROVE

KEY TAKEAWAYS

Figure 6.1 The circle Of Friends, where victims names are etched into the hardscape (Source: Simone Anne - Culture Trip)

Figure 6.3 Open lawn space for community activities and gatherings.

The highly celebrated and successful community work days always end with a large group embrace circle in this space (Source: Simone Anne -

Culture Trip)

During site development and early days in the memorial’s existence, volunteer work and maintenance days on Saturdays helped build community bonds, served as a meditative healing exercise through physical activity, and eased the maintenance burden. Engraved stones now help raise funds to hire and retain a full-time maintenance person. The project showed how strong

MENTAL HEALTH + UNIVERSITY LANDSCAPES

49

BOENKER

DESIGNER

the power of maintaining a space is for some. These work days became important forms of healing, and helped to shape a new space that people felt more connection to and ownership of.

Ulrika Stigsdotter, Landscape architect, with help from a team of landscape architecture researchers, architects, environmental psychologists, doctors and psychologists/therapists with expertise in nature-based therapy [Cooper Marcus & Sachs, 2014].

PROJECT TYPE

Public garden on a university campus, open to the public daily, and used for treatment of stress related illnesses

effect of supportive garden design and nature-based therapy for this client group (3) offer education within the fields of health design and nature-based therapy (4) serve as a knowledge and demonstration center. The design was informed by (1) aesthetic and practical landscape architecture skills and experiences (2) prior research evidence and valid practical experience (3) specific patient group’s needs, the treatment process, and the anticipated rehabilitation process [Cooper Marcus & Sachs, 2014].

Case Studies: Restorative Landscapes

NACADIA HEALING FOREST GARDEN

LOCATION

“We all felt the need for a place where people could find solace, solidarity, and hope—and the sense of renewal that is inspired by nature.” Alice Russell-Shapiro, Co-founder and Board Co-chair. [Weyand, 1999] Figure 6.4 The dry creek bed (Source: Shelia Santos twitter)

REFERENCES

Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

Golden Gate Park. (2019, January 18). AIDS Memorial Grove. Retrieved November 19, 2019, from https://goldengatepark.com/aids-memorial-grove.html.

Weyand, T. (1999). National AIDS Memorial Grove. In Commitment to Place: Urban Excellence & Community (pp. 68–98). Bruner Foundation, Inc.

50

Hoersholm Arboretum, Copenhagen, Denmark

SIZE

2 acres, with 2 buildings on site

COMPLETION DATE

November 2011

OVERVIEW

Nacadia is a treatment and research facility used to further the understanding of the uses of nature based therapy in the treatment of stress-related illnesses.

CHALLENGE/SOLUTION

The site was developed with four main objectives: (1) provide nature-based treatment for patients with stress-related illnesses (i.e. PTSD) (2) obtain evidence-based knowledge about the

Figure 7.1 A patient relaxes on a deck constructed around an existing tree on site (Source: Maja Steen Moller)

MENTAL HEALTH + UNIVERSITY LANDSCAPES

51

BOENKER

Case Studies: Restorative Landscapes

RESTORATIVE PRINCIPLES/HIGHLIGHTS

The site is designed to promote mindfulness through nature based therapy in order to teach people to better deal with recurring stressors during and after treatment [Cooper Marcus & Sachs, 2014]. This is accomplished through design techniques and site features such as: ɤ Outdoor rooms, giving structure to spaces (figure 7.2) ɤ Plants as building materials to create a vibrant and ever changing space ɤ Easily legible spaces that make it clear what one can and should do in the space ɤ Spaces that promote safety without feeling overly enclosed or like one is being trapped in (prospect-refuge balance) ɤ Opportunities to directly engage with the site through nature activities such as picking fruit, chopping wood, or walking ɤ Strong presence of nature PSD ɤ Opportunities for creativity and leaving one’s mark on the space (typically through organized activities) ɤ A recurring water theme [Cooper Marcus & Sachs, 2014]

KEY TAKEAWAYS

The facility is constantly undergoing evaluation and readjustments given the research nature of the space. New findings lead to modifications. Due to the often cold climate, indoor spaces (i.e. greenhouses, figure 7.3) were designed to allow people to be in contact with nature, physically and visually, while still being in a comfortable environment [Cooper Marcus & Sachs, 2014].

52

Figure 7.2 Nacadia site plan showing the five outdoor rooms (Source: Ulrika K. Stigsdotter)

Figure 7.3 This indoor greenhouse space allows use of a semi-outdoor space even if it’s too cold to be outside comfortably (Source: Clare

Cooper-Marcus)

FLORIDA

ɤ Be willing to adapt and revisit the design, especially planting, based on how the site is used upon installation ɤ Consider creative ways to overcome hot summers, drawing inspiration from the indoor greenhouse spaces in this cooler climate application

REFERENCES

Cooper Marcus, C., & Sachs, N. A. (2014). Therapeutic landscapes: an evidencebased approach to designing healing gardens and restorative outdoor spaces.

Hoboken: Wiley.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

53

BOENKER

Figure 8.1 shows elements that were specifically looked for during the review of the LMPs. Given the theory reviewed, these topics were logical places to find discussion of mental health on campuses. While these are not the only places one might find it appropriate to discuss restorative landscapes and their benefits, these different elements of campuses and their planning reflect unique opportunities presented by university campuses.

CASE STUDIES

CAMPUS LANDSCAPE MASTER PLANS

Campuses and selection criteria were found in Strategies for an Effective Landscape Master Plan. In the chart (figure 8.2) on the following page, the colors designate appropriate fit for comparison with the University of Florida. Green is worth three points, yellow is worth two and red is worth one. The points were totaled, and the two schools with the greatest point totals were ultimately selected for review.

Location fit was evaluated based on region of the country, with the south being favored. Context describes the surrounding environment that the school is within, based on urban form. These designations were pulled directly from Strategies for an Effective Landscape Master Plan. Campuses with a size within 500 acres of UF were rated as green, within 1500 acres were rated yellow, and greater than 1500 were rated red. Student population within 10,000 of UF were rated as green, within 15,000 were rated as yellow, and greater than 15,000 were rated as red.

Land grant status is a simple yes or no. As shown in the table, Auburn University and University of Wisconsin - Madison were the two campuses reviewed, along with UF.

SCHOOL UF

AU

UW-M

Mention of goals/vision

Decription of “Iconic” campus spaces unique to this school

Case Studies: Campus Landscape Master Plans

CAMPUS SELECTION

Discussion about gathering spaces

Discussion of the importance of residential areas

Mention of mental health/ landscape connecions Discussion about design implementation process

Discussion of opportunities/ constratiants unique to campuses Direct mention

Indirect mention

No circle = no mention

Figure 8.1

54

MENTAL HEALTH + UNIVERSITY LANDSCAPES

55

BOENKER

LOCATION

CONTEXT

SIZE (ACRES)*

STUDENT POPULATION

LAND GRANT

POINTS TOTAL

OTHER FEATURES FOR CONSIDERATION

Auburn University

Auburn, Alabama

Rural, College Town

1,841

26,839

Yes

13

Size and Land Grant

Georgia Institute of Technology

Atlanta, Georgia

Metropolitan

400

28,290

No

8

REFERENCES About UH Mānoa. (n.d.). Retrieved November 21, 2019, from https://manoa.hawaii. edu/about/ Auburn at a Glance. (2019, October 10). Retrieved November 21, 2019, from http:// www.auburn.edu/main/welcome/factsandfigures.php

Temple University at a Glance 2017-2018. (2017, November). Retrieved November 21, 2019, from https://www.temple.edu/ira/documents/data-analysis/at-a-glance/ Temple-At-a-Glance-2017-2018.pdf UCF Facts 2019-2020: University of Central Florida - Orlando, FL. (2019, August).

Retrieved November 21, 2019, from https://www.ucf.edu/about-ucf/facts/

Facts. (n.d.). Retrieved November 21, 2019, from https://www.wisc.edu/about/facts/ Rowan University

Glassboro, New Jersey

Suburban

800

17,169

No

8

Facts & Figures. (2019, September 10). Retrieved November 21, 2019, from https:// www.utexas.edu/about/facts-and-figures

Temple University

Philadelphia, Pennsylvania

Metropolitan

384

39,515

No

7

University of Central Florida

How Does Rowan University Rank Among America’s Best Colleges? (n.d.). Retrieved November 21, 2019, from https://www.usnews.com/best-colleges/rowanuniversity-2609

Orlando, Florida

Suburban/Metropolitan

1,415

64,318

No

10

The University of Hawai’i at Manoa

Manoa, Hawaii

Metropolitan

320

20,435

No

5

University of Nebraska - Lincoln

Lincoln, Nebraska

Urban, Small City

856

25,260

Yes

Land Grant, Context

How Does University of Florida Rank Among America’s Best Colleges? (n.d.). Retrieved November 21, 2019, from https://www.usnews.com/best-colleges/university-offlorida-1535 How Does University of Nebraska--Lincoln Rank Among America’s Best Colleges? (n.d.). Retrieved November 21, 2019, from https://www.usnews.com/bestcolleges/university-of-nebraska-2565 How Does University of Oregon Rank Among America’s Best Colleges? (n.d.).

Retrieved November 21, 2019, from https://www.usnews.com/best-colleges/ university-of-oregon-3223

University of Oregon

Eugene, Oregon

Urban, Small City

295

23,634

No

8

The University of Texas - Austin

Austin, Texas

Metropolitan

431

50,590

No

6

How Does University of Washington Rank Among America’s Best Colleges? (n.d.).

Retrieved November 21, 2019, from https://www.usnews.com/best-colleges/ university-of-washington-3798

University of Washington

Seattle, Washington

Metropolitan

634

46,081

No

7

Manley, Daniel, et al. Strategies for an Effective Landscape Master Plan: Creating a More Useful Tool for Campus Planning and Design. University of Florida, 2017.

University of Wisconsin - Madison

Madison, Wisconsin

Urban, Small City

936

43,338

Yes

12

University of Florida

Gainesville, Florida

Suburban

2,000

35,491

Yes

-

Figure 8.2 *Campus size citations on next page; all other information from Strategies for an Effective Landscape Master Plan

56

11

Size, Location

1 point

Case Studies: Campus Landscape Master Plans

SCHOOL

Land Grant, Context, Noteworthy LMP overall

2 points

Rankings. (2019, March). Retrieved November 21, 2019, from https://www.gatech. edu/about/rankings

3 points MENTAL HEALTH + UNIVERSITY LANDSCAPES

57

BOENKER

DESIGNERS/ CONSULTANTS

jB+a, inc. Planning and Landscape Architecture; Nelson, Byrd, Woltz Landscape Architects; Vanesse, Hangen, Brustlin, Inc.; KREBS Engineering, Inc.

landscapes that celebrate the university’s land grant legacy (3) make landscapes sustainable (4) make landscapes safe and secure (5) make landscapes that reinforce campus-wide mobility initiatives” [Landscape Master Plan, pg. ES-7].

PROJECT TYPE

RESTORATIVE PRINCIPLES/HIGHLIGHTS

University campus landscape master plan

CONTEXT

Rural, College town

LOCATION

Auburn, Alabama

SIZE

1,841 acres

STUDENT POPULATION

26,839

LAND GRANT

Yes

COMPLETION DATE

February 2016

OVERVIEW/ GOALS

“(1) Make landscapes expressive of Auburn (2) make

58

In one instance, an existing space on campus, the Memory Garden, is acknowledged as an underutilized, poorly maintained space that would provide a nice setting for relaxing, contemplative experiences. Improvements to the space are suggested in detail, including (1) providing improved circular paths (2) enhancing the connection to adjacent spaces (3) taking advantage of and creating thresholds throughout the space (4) carefully designing wayfinding to reduce the mental demand of visiting and navigating the space. In this section, the inclusion of water as a nice element is included, but as is the case in many sections in the document, site features are mostly discussed for their aesthetic benefits and beauty, instead of exploring the other multitude of benefits well-designed and maintained spaces offer.

KEY TAKEAWAYS

The campus is viewed as a way to represent and support Auburn’s culture of academics, agriculture and athletics. There are many mentions of trying to foster a successful student experience, and many opportunities to further explore how mental health is an important element of student success. The definition of student success typically used in this document refers mostly to academic success, without mentioning the importance of well-being to student growth and learning. This connection

could be strengthened. Emphasizing the relationship between student success and restorative spaces may be an important way of getting decision makers on board with creating these spaces.

The document often discusses the importance of stormwater management on campus. There is ample discussion about how to restore a creek running through campus, how important it is to the history and ecology of the campus, and what it means to the surrounding community. This is a great opportunity to discuss the possibility of designing these creek related spaces as restorative spaces for students to complement and enhance their academic pursuits.

The document has a heavy focus on process and implementation, which is very useful in ensuring that goals are achieved. This is a strength of the document that complements the role of the university as both an educational and land grant institution.

The plan carefully considers the importance of resources and ecology. Given the focus of the university on teaching and fostering student success, the campus landscape could be a tool that helps achieve these goals through designing for restorative experiences. There is clear emphasis that this is a living document that needs to be evaluated and updated over time.

Mentions of safety focus mostly on comfort and lighting, but are rather brief. In a setting that is often used by students late at night, safety is critical to having restorative experiences, no matter what time of day it is.

REFERENCES Landscape Master Plan, Comprehensive Campus Master Plan. jB +a, Inc., et al., 2014, http://www.auburn.edu/administration/facilities/organization/universityarchitect/landscape-master-plan/AU_Final%20Draft%20LMP.pdf.

Case Studies: Campus Landscape Master Plans

AUBURN UNIVERSITY

Figure 9.1 AU LMP (Source: Auburn University, Comprehensive Campus Master Plan Executive Summary)

Figure 9.2 Samford Hall Lawn, an iconic AU campus space (Source:

Auburn University, Office of the Provost)

MENTAL HEALTH + UNIVERSITY LANDSCAPES

59

BOENKER

Case Studies: Campus Landscape Master Plans

UNIVERSITY OF WISCONSIN - MADISON DESIGNERS/CONSULTANTS

Hoerr Schaudt; Smith Group JJR

PROJECT TYPE

University campus landscape master plan

CONTEX Urban, small city LOCATION

Madison, Wisconsin

SIZE

936 acres

STUDENT POPULATION

43,338

LAND GRANT

Yes

teaching, research and outreach (3) protect and enhance known historical cultural landscapes, quadrangles, and courtyards (4) establish open space design principles to guide growth and sustainable development on campus (5) provide a campus that supports physical, emotional, and psychological well being (6) enhance the campus as a living laboratory for teaching, learning and research (7) strengthen the campus connection to Lake Mendota” [Landscape Master Plan, pg. 22].

RESTORATIVE PRINCIPLES/HIGHLIGHTS

The LMP committee had a member of the university health services wellness program in the work group. This was apparent throughout the document through many direct mentions of the restorative potential of landscapes. There is an awareness of the restorative quality of savannah-type landscapes and an effort to emulate this in native plant and ecosystem palettes. Throughout the document, there is a push to help students, and all those who work at the university, improve quality of life through contact with landscapes that are designed to foster restorative and stressreducing experiences.

Some goals relate directly to people, including: “provide a COMPLETION DATE campus that supports physical, emotional and psychological well September 2016 being”, “promote wellness and quality of life”, “improve student quality of life via connection with the lake”, “create a sense of home - a lasting impression; an environment where memories OVERVIEW/ GOALS “(1) Protect and enhance open spaces and create new gathering are made, welcoming people into the “Badger family”, treating campus as students’ home away from home”. spaces (2) maintain lands in the Lakeshore Nature Preserve as undeveloped natural areas that support our mission of

60

KEY TAKEAWAYS

The document provides guidelines and principles at multiple scales that help create spaces that are pleasant and restorative, all while being environmentally sustainable and maintainable.

The landscape master plan emphasizes cohesion and creating a whole unified campus. It does not do this blindly, however, and discusses spaces, such as small gardens, that may and should deviate from the more general design guidelines. The plan shows a clear understanding of a variety of scales of spaces, types of spaces, types of user groups, and required functions and character of spaces. Of the plans reviewed, this seems the strongest plan overall, with clear goals and intentions that are thoughtfully achieved throughout the document. Further, this LMP deliberately mentions restorative landscapes and ways to create them throughout.

REFERENCES

Figure 9.3 UW-M LMP (Source: University of Wisconsin - Madison, Divison of Facilities Planning and Management)

Landscape Master Plan. Hoerr Schaudt and SmithGroupJJR, 2015, https://cpla.fpm. wisc.edu/wp-content/uploads/sites/20/2017/10/Appen-1-Landscape-MP2016-1019-low-res.pdf.

Figure 9.4 UW-M campus and Lake Mendota (Source: University of

Wisconsin - Madison, University Housing)

MENTAL HEALTH + UNIVERSITY LANDSCAPES

61

BOENKER

DESIGNERS/CONSULTANTS

CRJA-IBI Group; GAI Community Solutions Group; DRMP, Inc

PROJECT TYPE

University campus landscape master plan

CONTEXT

Suburban

LOCATION

Gainesville, Florida

SIZE

2,000 acres

STUDENT POPULATION

35,491

LAND GRANT

Yes

COMPLETION DATE

October 2018

OVERVIEW/GOALS

“(1) Creation of engaging campus spaces that support and educate the community (2) the reduction of hardscape and the increase of planted areas in keeping with LID practices (3) the

62

stewardship of natural systems (4) the promotion of native species (5) the accommodation of multi-modal transportation (6) the development of a cohesive campus image (7) the creation of a sustainably maintained campus landscape” [Landscape Master Plan Report, pg. 11].

RESTORATIVE PRINCIPLES/HIGHLIGHTS

The plan acknowledges that landscapes are important factors in student health and wellbeing, and are less expensive to install and maintain than indoor spaces with similar uses. The document directly states that “well designed, comfortable spaces for introspection...help to support the mission of the University to influence the next generation for economic, cultural and societal benefit” [Landscape Master Plan Report, pg. 56]. This falls in a section regarding planting design and the formation of outdoor rooms with clear definition, which aligns with multiple restorative landscape principles. Passive recreation is an emergent theme in the document. This could be developed to be more meaningful and employed as a restorative landscape strategy, promoting the use of landscape as a tool to enhance mental health and wellbeing.

were being focused on more than current students. In other words, is the document focusing more heavily on recruitment and appearance instead of the well-being of current students? If this were given the level of attention that the drive to preeminence was given, would the preeminence just come after, as a result of students that are in a healthier state of mind given the presence of landscapes that are designed to be restorative? This seems like a missed opportunity to achieve the goal of an attractive campus while also enhancing the well-being of the student body through the landscape.

The LMP places a high level of focus on UF’s push for preeminence as a public university and student recruitment. While this is important, it seems that focusing more on the current student experience could be beneficial to the student experience.

The importance given to having a native plant pallete, celebrating the local ecosystems and celebrating Gainesville is encouraging and sets the stage for strong design that could be supplemented with restorative landscape principles. The unique climate and plant palette in Gainesville, being between temperate and tropical climate zones, creates an environment on campus that can be pleasant and experienced year round, with appropriate design decisions and attention to user comfort.

Further, there is an opportunity to thoughtfully supplement the native palette with strategically selected species to enhance the restorative experience of spaces in a way that is still in line with creating an environmentally sustainable and maintainable campus. That being said, the simplification of the palette may be in conflict with some restorative principles such as fascination (ART) or positive natural distractions (SRT). This tension will be explored in the proposed design.

After reading this document, I was curious if prospective students

Maintenance is clearly a driving factor in decision making at

KEY TAKEAWAYS

UF. This does not have to be a limiting factor in developing restorative landscapes. Care should be taken to ensure that prioritizing maintenance does not lead to designing spaces that are so simple they are not intriguing or fascinating. Maintenance concerns are valid and realistic. That being said, compromises should be considered that would allow for the development of potentially more maintenance-intensive spaces that can lead to richer restorative spaces. As the National AIDS Memorial Grove case study shows, maintenance can be a communitybuilding activity, and for some, the physical work of maintaining a space may be restorative in itself. Turning to a large student population, especially at a land grant school that has many landscape, horticulture and agriculture related majors, may be an appropriate solution to overcome maintenance burdens, while simultaneously enhancing student use and ownership of the space.

Case Studies: Campus Landscape Master Plans

UNIVERSITY OF FLORIDA

Mentions of safety and where students live are mostly focused on CPTED elements and are fairly brief. Restorative spaces could be developed in a way that activates the space around the clock, helping to ensure safety in ways that feel comfortable and unobtrusive.

REFERENCES

Landscape Master Plan Report. CRJA-IBI Group et al., 2018. https://facilities.ufl.edu/ plan/docs/landscape/UnivFL_Landscape%20Master%20Plan%20Report.pdf

MENTAL HEALTH + UNIVERSITY LANDSCAPES

63

BOENKER

Case Studies: Campus Landscape Master Plans

CAMPUS LMP FINDINGS Figure 11.1 summarizes important take aways from the campus LMP case studies. These factors helped influnece the guidelines creation. However, some of the points shared in the table are better suited for application at a larger scale than being designed in this project. Some of this information, for example, applies to the creation of LMPs or addresses institutional structures at play in realizing designs. Other comments focus on how the idea of designing for mental health can be viewed as a strategy that can help achieve other university-specific objectives and goals.

Figure 10.1 UF LMP (Source: Landscape Master Plan Report)

While these factors may not all show up in the design for this project, they are shared here in hopes that they may expand upon the discussion of the creation of restorative campus landscapes. Further, they may be useful in guiding the design of networks of campus restorative spaces.

These factors are not intended to read as absolute findings; rather, they are ideas that arose in reviewing the three LMPs profiled in this section.

Figure 10.2 Plaza of the Americas, an iconic UF campus space (Source: UF Physics Twitter)

64

MENTAL HEALTH + UNIVERSITY LANDSCAPES

65

BOENKER

Findings: Guidelines

CAMPUS LMP FINDINGS CAMPUS CASE STUDY EMERGENT THEMES

CAMPUS RECCOMENDATIONS

All three LMPs seem to focus on recruitment, maintenence, sustainability, and memorability as large priorities.

Coordinate restorative landscape efforts with educational/institution wide missions and values.

Student success often mentioned, and restorative landscapes could supplement that. This conneciton could be made more clearly.

Include counseling/wellness staff on development review boards and/or planning committees.

The initial priorities and objectives of each school being outlined at the beginning of the document is important. These objectives can be considered in the design of places in ways that would help strengthen Encourage student involvement to minimize maintence concerns. Some users may find engaging in care for and maintenance of a space to be therapeutic. richen the experiences of these spaces from a restorative standpoint. The university goals and restorative landscape principles can work together.

FINDINGS GUIDELINES

By designing for mental health, the goals of recruitment and memorability should be achieved through Explicity state a goal/objective of designing spaces that support mental health through restorative creating iconic spaces that contribute to a unique sense of place and identity for different schools. environments.

Designing for mental health and restorative landscapes need not be the only or primary focus of a LMP. However, this type of design has the potentnial to complement the achievement of many other universityspecific objectives and could potentially achieve them outright in some applications.

Consider viewing designing for mental health as a way to enhance student success and safety.

Expanding the definiton of student success to more directly include mental health and well-being may Consider how outdoor spaces could be designed to serve as outdoor classrooms. These spaces could very well lead to more well-rounded students who are bettter equiped to enter life after graduation and help students feel calmed in class, and less vulnerable to cognitive fatigue. contribute to society from a healthier standpoint, leading to the fulfillment of many university objectives.

Wayfinding strategies can be used to reduce the mental load/ thought capacity required for navigating between places.

Figure 11.1 Table showing important take aways from campus LMP case studies

66

MENTAL HEALTH + UNIVERSITY LANDSCAPES

67 67

BOENKER

NORTH CENTRAL FLORIDA AND CAMPUSES UNIQUE OPPORTUNITIES AND CHALLENGES

Below is a discussion regarding how the university and North Central Florida settings create a unique environment for the application of the theories discussed in the literature review.

While these summaries do not address each guideline, commentary is provided for those that are especially significant or unique. These considerations inform the applications of each guideline to the design in a context-sensitive way.

These summaries also include discussions of elements that are important for the successful application of the guidelines that cannot be seen in the design themselves (e.g. maintenance). As was the case with the university LMP case study findings, these discussions are included even though they could be considered outside of the scope of this design proposal due to the need to consider other stages of project implementation.

UNIVERSITY CAMPUS CONSIDERATIONS

Campuses typically have high levels of pedestrian activity, providing ample opportunities for introducing mindfulness into the process of moving from one place to another. This may be achieved through the provision of details that encourage deeper engagement or observation. Examples include artfully designed tree grates, pavement etching/engraving, and plants with unique flowers or structures (e.g. Passionflower). The mindfulness guideline can often be paired with other larger objectives, such as creating a sense of connection with place and community, creating a memorable experience, and defining a sense of place. The mindfulness details and wayfinding guidelines

68

also work well together. Wayfinding tools, such as hardscape changes, planting design and views, provide opportunities for cultivating mindfulness through observation.

Students can use the campus pedestrian network to engage in physical movement and exercise.

Campus libraries and facilities such as recreation centers are often open past midnight. This means that students are likely to be moving around campus well after dark. This needs to be considered in terms of safety. Where appropriate, artful lighting applications should be used to help create feelings of safety without sacrificing the designed aesthetic of campus spaces.

Buildings such as administration, libraries and advising centers that students may encounter and use during stressful times can create more welcoming environments through mindfully designed landscape experiences around the building (i.e. main entryways, views from inside the building).

preferences. One restorative space need not satisfy the needs of all students. Different scales and types of spaces can work together to build a system of spaces that fulfill different needs.

For example, lawn spaces can facilitate group restoration activities such as outdoor yoga classes while a quite wooded trail emphasizes being away and independent restorative time.

Outdoor study spaces can enhance academic pursuits. Sensory gardens can help students connect with their surroundings and focus on the present moment, supporting mindfulness practices.

As seen in the guidelines chart, the typology Major Open Spaces has the best fit with guidelines, providing opportunities to engage each guideline. If the ability to create a network of spaces isn’t available, it may well be the most efficient use of space to design a major open space as a restorative environment. Of course, this should be evaluated based on other criteria specific to each campus, however, it is a good place to start considerations.

UF SPECIFIC CONSIDERATIONS

While the social PSD is often perceived as less restorative than other PSDs, the literature review discussions show that many university students find time with friends restorative. When designing for the university student population, this is important to keep in mind. Spaces should facilitate both social interaction and alone time to serve the widest audience of students.

This section speaks to elements of the University of Florida campus and/or setting that may be different from other Florida university campuses. The intent is to use these features to strengthen the design and sense of place. Given the university’s academic diversity and resources, partnerships that can enhance the long-term success of the design are also addressed.

Designing for a restorative network on campus makes it possible to design a variety of spaces to serve different audiences and

Given the institution’s education, outreach and extension missions as a land grant institution, it is appropriate to provide signs

throughout campus that display information about plants. While it is not advisable to discuss larger issues such as sustainability and climate change, providing simple and straightforward facts about plants (i.e. Botanical and common name, family, habitat, unique characteristics) can provide restorative benefits to users. The information may supplement fascination and the feeling of being away by refocusing attention on the immediate surroundings.

Findings: Guidelines

GUIDELINES DEVELOPMENT

The UF community has many students and faculty studying fields such as horticulture, landscape architecture, agriculture, plant science, botany, and other plant related fields. These groups may be interested in aiding maintenance efforts in the restorative landscapes in order to alleviate some of the burden to the landscaping maintenance team. Further, engaging in this form of stewardship may be therapeutic for those involved, as was seen in the National Aids Memorial Grove case study.

Given the Gainesville climate, it is typically possible to be outside year-round (with consideration given to providing adequate microclimates for comfort during hot summers and cool winters).

Spaces near major classroom buildings can be designed to have outdoor classroom functionality. Based on the theories covered in the literature review section, the outdoors can facilitate efficient recovery from mental fatigue and stress.

UF’s historic district provides a backdrop for and helps define many outdoor rooms already. These spaces can be further enhanced by considering the relationship between the landscape and the architecture of the buildings.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

69 69

BOENKER

The UF LMP emphasizes that large spaces should have simple and easily maintained palettes. While this makes sense from a maintenance standpoint, it is in direct conflict with the guideline “rich in species.” Exploring creative maintenance strategies may allow for more complex planting designs without adding too much to the responsibilities of the landscape maintenance team.

Further, it is worth considering the suggestion that more diverse planting be reserved for smaller areas. If a compromise cannot be achieved between maintenance and planting design, small landscape areas should be used to their maximum capacity to feature diverse, fascinating planting designs that simultaneously help achieve multiple guidelines.

If the goal of a university is to maintain a cohesive plant palette throughout campus, there should be room for exception in highinterest areas such as those designed to facilitate restorative experiences. The design of these spaces should be able to incorporate plants outside of the overall campus palette provided that they fit with the campus landscape standards from an ecological and aesthetic perspective. In other words, flexibility in following LMP guidelines should be welcomed as long as the deviations are consistent with the overall LMP goals.

70

NORTH CENTRAL FLORIDA RESPONSES

The items highlighted in the Florida sections of the theory literature review are included in the following consolidated list. The design responses are also shared. Because these design responses are based on the unique environment of a campus in North Central Florida, they may not be directly applicable to every location.

However, they should be able to be adapted, or stimulate thought and discussion of site-specific considerations, for other locales. This Florida-specific commentary is provided as an example of how the existing body of theory might be critically analyzed for application at universities in different environments.

Further, this discussion addresses the lack of literature regarding the intersection of therapeutic landscapes and user comfort in climates such as the mixture of subtropical and temperate that exists in North Central Florida.

ART

ɤ Florida, and the UF campus, represent a rich diversity of ecosystem types that can be emulated in landscapes to enhance feelings of being away and fascination ɤ Nod to pine forests, oak hammocks, ability to support lush tropical plants and high diversity ɤ Seasonal temperature fluctuations support different types of activities in different seasons and spaces throughout the year, which should be considered to maximize year-round compatibility ɤ Covered seating area supports use during rain events and provides shade in summer ɤ Lawn area, east deck, and meandering trail provide access to sunlight during cooler winter months

ɤ Lush vegetation can be used to help shape and define outdoor rooms and spaces, which can help with extent and feelings of being away ɤ Oak deck area surrounded by lush, predominantly evergreen vegetation ɤ Views out of multi-story buildings, of which there are many on campus, should be maximized ɤ Oak deck area, meandering path and tree-bordered lawn area are all designed with the views from inside buildings in mind, providing an opportunity to benefit from the space even inside buildings. ɤ Pergolas near covered seating area and Farrior Hall have vining Passionflower on them to provide year-round foliage and seasonal blooms ɤ Outdoor daytime breaks in summer will likely be short, so spaces should be designed so that they can still be enjoyed in the heat (directly or from inside nearby buildings) ɤ Covered seating area, Oak deck area, and pergolas provide shade in summer months ɤ Edges of lawn have trees to provide summer shade ɤ As described above, spaces are designed with views from inside buildings in mind ɤ The Florida summer thunderstorms provide an interesting opportunity to engage people using strategic views from inside buildings and outdoor shelters (i.e. pergolas) ɤ The covered seating area allows users to safely be outside to experience the multi-sensory experience of Florida thunderstorms

MENTAL HEALTH + UNIVERSITY LANDSCAPES

Findings: Guidelines

NORTH CENTRAL FLORIDA

71 71

BOENKER

PERCEPTIONS + PREFERENCES

ɤ The Florida peninsula supports a great diversity of species given its unique geographic span and range of climates,

72

increasing the planting pallet options to create rich designs (rich in species PSD) ɤ The Oak deck area, meandering trail, and Farrior Hall entrance feature species that have high levels of therapeutic, sensory, or restorative benefits that are borrowed from other regions (i.e. Xanadu, Lavender) ɤ Mature campus trees are plentiful on UF’s campus (nature PSD) ɤ Existing Live Oaks are preserved on site to connect with nature, provide shade and fascination, and define outdoor rooms ɤ The historic part of campus provides a unique character and backdrop to many outdoor campus spaces (culture PSD) ɤ The adjacent historic residence halls are used to define outdoor rooms, shape views, and contribute a sense of culture to the space ɤ Many native Florida plant species have seasonal dormancy.

These plants should be used in spaces where they are paired with evergreen species or in well-mulched beds that signify that the space is being maintained ɤ In the Oak deck area, Beautyberry is surrounded by evergreen plants ɤ Evergreen trees provide a constant source of greenery in the landscape

THERAPEUTIC

ɤ Seasonal weather fluctuations should be considered, designing spaces that have microclimates for use year round ɤ Shade is available from trees, adjacent buildings, and the covered seating area ɤ The open lawn space and hills under the trees offer a mix of

shade and sun in cooler winter months ɤ Florida’s rich variety of ecosystems and natural phenomena and processes can be shown through design details (i.e. hardscape patterns, tree wells, etc.), which could also help encourage site visitors to pay careful attention to the site and aid in fascination ɤ The wavelike movement of the glass aggregate concrete pavers in the main sidewalks allude to Florida’s abundance of water, an important defining natural feature of the state (Florida’s alma mater, which is sung by the crowd at every football game, has a line that says “Where pine and palm are blowing, where Southern seas are flowing.” The pavement wave, pines and palms on the site are a subtle nod to the school spirit that is a defining element of the UF experience for many students, alumni, and fans alike) ɤ Large mature trees are a strength as they provide shade to make spaces comfortable in the hot summer and fall months ɤ Existing Live Oaks on the site preserved ɤ Oak deck area designed around an impressive existing Live Oak ɤ Labeling plants can be a good way to teach about native species which also ties into UF’s education and extension missions ɤ Labels can be included along the meandering path, near the Farrior Hall entrance and in the Oak deck area ɤ The 70% vegetation rule will help keep temperatures comfortable ɤ The amount of hardscape in the site was decreased and replaced with more vegetation

ɤ Many students walk around and through campus at night year-round given the mild nighttime temperatures. This should be considered from a user comfort perspective, ensuring that adequate thought is given to safety and comfort on the site during nighttime. ɤ Artful lighting of site features provides enhanced safety at nighttime ɤ Proximity of the residence halls provide “eyes on the site” and natural surveillance, perhaps extending a feeling of safety to nighttime users and encouraging inappropriate nighttime use of the site

Findings: Guidelines

SRT

ɤ Consider how people can get restorative benefits from viewing the site from indoors when it’s too hot, humid, or rainy to spend time in the space ɤ Spaces have been designed to accommodate users in Farrior and Dauer Halls ɤ Oak Deck area and meandering trail specifically designed with views from adjacent residence halls in mind ɤ North Central Florida pine forest ecosystems can provide inspiration for savannah ecosystem plantings that are crossculturally preferred with a regional feeling, using the numerous ornamental grass species that thrive in this climate ɤ West entry to the site features native pine trees ɤ Multipurpose lawn space defined by pines, palms and grasses, working together to create the image of a savannah ecosystem ɤ Native grasses are used throughout the site to support the savannah feel ɤ Take advantage of the fact that people can engage in outdoor physical movement and exercise year-round in Florida ɤ Meandering trail has many opportunities to shorten or lengthen the trail distance, providing opportunities for short and prolonged use ɤ Primary circulation routes on the north and south sides of the site allow for a looping experience, if desired by users

NACADIA

ɤ Be willing to adapt and revisit the design, especially planting, based on how the site is used upon installation ɤ In the planning phase with the university, this need for flexibility and evaluation should be discussed. A way to enforce this should also be established. This was not done for this specific project as it is beyond the scope of this effort ɤ Consider creative ways to overcome hot summers, drawing inspiration from the indoor greenhouse spaces in this cooler climate application ɤ Covered seating area provides a respite from the summer heat ɤ Designing the spaces with the adjacent buildings in mind allows users in the buildings to enjoy fascinating views out the windows, providing restorative benefits while still inside (which may be especially useful in the coolest winter months, warmest summer months, and summer rains)

MENTAL HEALTH + UNIVERSITY LANDSCAPES

73 73

BOENKER

Major Open Spaces

Plazas

Academic Spaces

Residential Spaces

Pedestrian Ways

ART

Typologies to which the restorative strategies apply are designated by a filled in circle, while those where a mismatch occurs are left empty. This is not to say that there are no possible situations where a typology may satisfy one of these restorative factors, however it is likely not the best area to achieve these restorative features. In these instances, they are represented by an empty circle.

Being Away Extent Fascination Compatability SRT Sense of Control Social Support

LITERATURE CATEGORIES / GUIDELINES

The following guidelines were developed through a matrix (figure 12.1) that includes the major literature categories (findings) and campus typologies set out in the 2018 UF LMP. Only the typologies that seemed most relevant to the scope of this project were included (i.e. streets were left out as the intended design is for a site in which students may spend more time rather than just traveling through). Each of the literature categories were then evaluated for each typology. The table summarizes the potential of these significant campus typologies as settings for restorative landscapes.

Findings: Guidelines

CAMPUS TYPOLOGIES

GUIDELINES MATRIX

Physical Movement + Exercise Positive Natural Distractions PSDs Social Prospect Rich in Species Serene Culture Space Nature Refuge THERAPEUTIC LANDSCAPES Straighforward Positive Engage Multiple Senses 70% Vegetation 30% Hardscape Privacy CAMPUSES Wayfinding Mindfulness Details 24 Hour Safety (Lighting)

Figure 12.1

74

Good fit

Moderate/weak fit

No circle = poor fit

MENTAL HEALTH + UNIVERSITY LANDSCAPES

75 75

BOENKER

Findings: Guidelines

GUIDELINE SYNERGIES + CONFLICTS SYNERGIES + CONFLICTS

Figure 12.2 is provided to help understand opportunities for the guidelines to work together and when they conflict with one another. In instances where guidelines must be prioritized, those with multiple synergies (i.e. Fascination) should be focused on while those with many conflicts may be able to be considered lower priorities (i.e. Culture). As has been mentioned, these relationships may manifest differently on every campus. Used in conjunction with the guidelines table and a careful analysis of the site(s), opportunities, constraints, and goals, this analysis should help refine the design and inform the objectives of each restorative landscape.

76

Conflicts (no circle) exist when two guidelines are difficult to achieve at the same time. Privacy and Social Support represent guidelines that are not impossible to achieve simultaneously, but they require careful consideration and planning to achieve both in harmony.

Culture has a high number of conflicts. This reinforces the idea shared in the literature review section that suggests high levels of Culture on a site limits the restorative potential. When present on a site, Cultural elements should be carefully balanced by other features and guidelines. The Being Away, Fascination and Extent guidelines have a high number of synergies with other guidelines.

This table should thus be considered as a representation of the conditions as they occur at the University of Florida. While efforts have been made to evaluate these relationships objectively and in a way that can be applied at different universities, it is important to acknowledge that local biases may have influenced the process (e.g. considering the North Central Florida climate). Cultural differences, varying preferences and differing perceptions may result in different interpretations of these relationships.

Nature and Positive Natural Distractions have similarly high numbers, reinforcing the basic premise of this project: natural spaces help relieve stress. This should be central to the focus of any design concept seeking to create a restorative campus space. Fortunately, this leaves room for localized interpretations of what these guidelines mean for each campus or student body, allowing for flexible use of these critical guidelines for campuses of different sizes and geographic locations.

Synergies (full circle) exist where one guideline supports another.

For example, a site that has a strong feeling of being away can be supplemented or supported by feelings of extent. Guidelines with neutral relationships (circle outline) do not necessarily have a strong relationship either way. For example, effective lighting will not necessarily strengthen or deter from feelings of being away.

While this table can be used as a tool to prioritize which guidelines to focus on, it should be noted that this comparison does not consider the relative importance of a given guideline to creating a restorative landscape. Rather, the chart merely assesses the relationships between the guidelines. For example, two of the therapeutic landscape guidelines have low numbers of

synergies (70% Landscape 30% Hardscape; Privacy) despite being heavily emphasized in both the SRT and therapeutic landscape literature. Having a low number of synergies does not automatically suggest that a guideline should be disregarded.

Similarly, while Lighting only has six synergies, this guideline should be prioritized over others with more synergies (i.e.

Mindfulness Details) as creating a sense of safety and around the clock accessibility is of high importance when designing campus spaces.

Ultimately, the guidelines will need to be evaluated on a caseby-case basis and used to create spaces appropriate for their intended uses and settings.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

77 77

BOENKER

Design: Site Selection

24 Hour Lighting

Mindfulness

Wayfinding

Privacy

70/30

Multiple Senses

Positive

Straighforward

Refuge

Nature

Space

Culture

Serene

Rich in Species

Prospect

Social

Positive

Phsycial

Social Support

Sense of Control

Compatability

Fascination

Extent

Being Away

SYNERGIES + CONFLICTS TABLE

Being Away Extent

DESIGN

Fascination Compatability Sense of Control Social Support

SITE SELECTION

Physical Movement + Exercise Positive Natural Distractions Social Prospect Rich in Species Serene Culture Space Nature Refuge Straighforward Positive Engage Multiple Senses 70% Vegetation 30% Hardscape Privacy Wayfinding Mindfulness Details 24 Hour Safety (Lighting)

Figure 12.2

78

Synergy

Neutral

No circle = conflict MENTAL HEALTH + UNIVERSITY LANDSCAPES

79 79

BOENKER

Design: Site Selection

SITE SELECTION PROCESS CAMPUS SPACES

Campuses are made up of many spaces that serve a wide diversity of people. These spaces all have different features and strengths when it comes to designing restorative spaces. As seen in the theory section, students have different perceptions of and needs for restorative spaces and features. If a campus has a broad network of spaces designed to highlight the restorative potential of each individual site, it is likely that more students can utilize these spaces for their own needs.

While sites fall into one typology, they may be in proximity to other typologies. For example, an academic space or plaza may be adjacent to a pedestrian corridor. This is important when selecting a site. In order to maximize the principles being applied, it is helpful to consider the proximity to other spaces that have restorative potential the site itself may be lacking. In other words, one site need not satisfy every restorative principle if it is near other sites that may be able to help fulfil these requirements.

While this project is only looking at the redesign of one site, the hope is that these principles would be applied campus-wide to create a network of restorative spaces.

80

Library West and Marston Science Library, are within short walks from the space. All sites are within a five minute walk from this Academic Core of campus (Turlington Plaza).

PROXIMITY TO LIBRARIES

Walking distance from Library West and Marston Science Library, measured via Google Maps

CONNECTIVITY TO OTHER SITES

NOTEWORTHY FEATURES

Unique site elements that would add value to the application of restorative features

EXISTING CONDITIONS

What are the opportunities for improvement on the site?

TABLE NOTES

Low/Medium/High, judged based on permeability of sites (walkways into and out of the site)

*Main facade of building into courtyard has no windows, windows are set back on a separate wing of building

ADJACENT BUILDINGS (# OF STORIES)

**Adjacent buidlings could lead to fishbowl effect, should be considered if chosen for design

Each adjacent building and it’s respective height

USE OF ADJACENT BUILDINGS PROSPECT/ REFUGE

Low/Medium/High. Is the site in a courtyard, or a large open space? What spatially defines the space?

EXISTING MATURE TREES

The matrix (figure 13.1) shows the factors that were considered in site selection.

What species of mature trees are existing on site? Important to consider in terms of creating year-round plesant microclimate

The UF LMP was used to determine the typology of each site.

Turlington Plaza is a hub of academic activity at UF. Many classes, specifically undergraduate, are located in close proximity to this space. Further, the two major libraries on campus,

How far is the site from the center of the academic core, Turlington Plaza? Walking distance measured via Google Maps

CENTRALITY TO ACADEMIC CORE

MENTAL HEALTH + UNIVERSITY LANDSCAPES

81 81

BOENKER

UF LMP Typology

Carleton Auditorium Lawn

NE Reitx Lawn (Dairy Pond)

Emerson Courtyard

Broward Hall Back of House

Academic Space

Academic Space

Major Open Space

Academic Space

Residential Area/Service Area

Proximity to Libraries (West/ Marston)

5 min /6 min

2 min /3 min

3 min /3 min

7 min /6 min

3 min /2 min

10 min /4 min

Connectivity to Other Sites

High

High

Medium

Medium

Low (Central to business college but far from other heavily used areas)

Medium

Adjacent Buildings (# of stories)

Farrior (3), Thomas/Sledd (4), Buckman (3), Dauer (3) , Leigh (4)

Chemistry Laboratory (3*), Leigh (4), Griffin-Floyd (3)

Grinter (3), Carleton Auditorium (No windows), Little Hall Express (1)

Marston (1), Food Science and Human Nutrition (4), Field and Fork Pantry (1)

Stuzin (2-3), Bryan (3), Matherly (3)

Broward (4-6), Rawlings (3), Rinker (3)

Use of Adjacent Buildings

Academic, Residential

Academic

Administrative, Academic, Food

Library, Research, Student Life

Academic

Residential, Academic

Low, in lawn space

High** In courtyard space with Live Oak canopy cover

Low**In large open space between 3 buildings

High** Buildings on 3 sides with paths between; East side has Live Oak canopy cover and opens to Plaza of the Americas

Medium, open with heavy pedestrian use on 3 sides with buildings to North; Live Oak canopy throughout

Prospect/Refuge

Low, pedestrian corridor

Existing Mature Trees

Jelly and Sabal palms, Ginkgo, Oaks, Magnolias

Live Oaks, Pines, Ginkgo

Live Oaks, Sabal palms

Sabal palms

Live Oaks, Sabal palms

Sabal palms

Distance to Academic Core

5 min

3 min

3 min

3 min

5 min

5 min

Pond water feature

Highly shaded site, some historic buildings, near a prominent campus entrance (University Ave and 13th St)

Near major parking garage; in heavily residential area of campus

Noteworthy Features

Existing Conditions

82

Secondary Pedestrian Way/ Academic Space/ Residential Area

Chemistry Courtyard

Figure 13.1

In campus historic district

complex site; intersting mix of uses; circulation element is interesting; adjacent mix of uses is diverse; some spaces, i.e. fountain, could use improvement

In campus historic district

Transition space between classrooms and large open Plaza of the Americas; high risk of fishobowl effect

Carleton Auditorium is a large lecture hall, many students walk through this space on weekdays; can see into space from Architecture Building, which has many windows from studios

Dull space, limited vegetation; student use at night may be interesting (exams in large lecture hall, adjacent architecture building/studios)

Lots of room for improvement, but small space overall

Lots of opportunities for improvement; feels more “away” from center of campus; prominent access from University Ave and 13th St needs to be considered; many students in space/ moving through; high risk of fishbowl effect

Design: Site Selection

Yardley Gardens

Topography is interesting; lots of back of house/utility functions of the space that may be difficult to work around; not very central to classroom spaces

MENTAL HEALTH + UNIVERSITY LANDSCAPES

83 83

BOENKER

DESIGN

SITE INVENTORY

The site is situated in the historic district of the University of Florida campus. The adjacent residence halls and Dauer Hall (south) are listed on the National Register of Historic Places. The architecture in this section of campus is an important element of defining the character of the UF campus. Adjacent buildings envelope courtyards frequently used by residents. The Yardley Garden has the potential to expand upon the series of spaces created by the courtyards.

The soil on site is urban land-Millhopper complex. This soil is sandy and moderately well drained [Map Unit Description, 2019]. Winds predominantly move in the east-west direction through the site, which is important to consider in cool winter months. Moderate temperatures paired with a brisk wind moving through the site may make for an uncomfortable user experience and should be mitigated through planting design and site layout [Gainesville, Florida Wind Rose, 2018].

REFERENCES

Gainesville, Florida Wind Rose. (2018, December 31). Retrieved January 15, 2020, from https://wrcc.dri.edu/cgi-bin/wea_windrose2.pl

Design: Site Inventory

SITE INVENTORY

Map Unit Description - Urban land - Millhopper complex. (2019, September 16).

Retrieved January 9, 2020, from https://websoilsurvey.sc.egov.usda.gov/App/ WebSoilSurvey.aspx UF becomes first university in world to win Audubon Sanctuary status. (2005, October 10). Retrieved January 9, 2020, from https://news.ufl.edu/archive/2005/10/ufbecomes-first-university-in-world-to-win-audubon-sanctuary-status.html

UF’s designation as an Audubon Sanctuary provides an interesting opportunity to connect with wildlife on the site in a way that can heighten the restorative potential of the space to users on the ground plane as well as those who may be looking into the site from adjacent buildings. This can be accommodated through planting choices that can help foster a strong habitat for birds [UF, 2005].

84

MENTAL HEALTH + UNIVERSITY LANDSCAPES

85 85

BOENKER

Design: Site Inventory

ADJACENT BUILDINGS

PEDESTRIAN CIRCULATION

THOMAS HALL MURPHREE HALL SLEDD HALL BUCKMAN CHEMISTRY HALL BUILDINGS USTLER HALL FARRIOR STUDENT RECREATION HALL AND FITNESS CENTER

LIBRARY WEST

DAUER HALL

TURLINGTON PLAZA

MARSTON LIBRARY

ACADEMIC RESIDENTIAL AND RECREATION LIBRARIES AND TURLINGTON

0’

125’

250’

500’

0’

NORTH

25’

50’

100’

NORTH

Line thickness determines hieracrhy of the importance of each route as they pertain to the site itself

86

MENTAL HEALTH + UNIVERSITY LANDSCAPES

87 87

BOENKER

A planting bed on the East end of the site is one of the highlights of the existing space. The curved bench plaza adjacent to it, however, is oriented away from this view into and through the site. This seating could be reconfigured to make the visual connection to the rest of the site. This bench is underutilized and taking up more space than necessary.

A

An existing fountain is well-aligned with an important north-south view. However, the fountain is intermittent and unimpressive when not running. This element can be enhanced to strengthen this view for those staying in and moving through the site.

B

A

Design: Site Inventory

EAST PLANTING + SITE ENTRANCE

EXISTING FOUNTAIN

B

A A,C B

B

C

88

MENTAL HEALTH + UNIVERSITY LANDSCAPES

89 89

BOENKER

Walkways are aligned on strong north-south and east-west axes. The pathways give views of historic buildings and support wayfinding. That being said, there is little variety in the paths.

Planting could be used to better define the paths, especially along the central lawn and at entrances to the site where current planting is lackluster.

A

These strong north-south axes on the site create views of historic buildings that compel one to stop and take in the surroundings. The eastern view especially deserves to be enhanced, as was spoken to in the fountain discussion.

The distinct character of the architecture can be complemented by planting and throughtful site features.

A

B

Design: Site Inventory

HISTORIC BUILDINGS

EXISTING WALKWAYS

B B

A

B

A

C

C

90

C

C

MENTAL HEALTH + UNIVERSITY LANDSCAPES

91 91

BOENKER

A

The central lawn area is dull and underutilized. Planting on the edges is uninvinting and does nothing to draw people in or compel them to use the space. This area could be redesigned to encourage use by students living in the adjacent dorms or yoga classes in the nearby gym, among other uses. The bordering buildings provide much needed shade in the summer months, allowing the space to be utilized year-round.

Design: Site Inventory

ADJACENT ROADS

CENTRAL LAWN

A

B

B

A

A

B

C

B

These roads see high levels of pedestrian traffic and are important spaces for drawing people into the site. The views from the site to the roads should be buffered to enhance feelings of being away, and the view in should be enticing to pedestrians.

C

92

MENTAL HEALTH + UNIVERSITY LANDSCAPES

93 93

BOENKER

Design: Site Inventory

SITE INVENTORY - EXISTING PLANTS

Existing Live Oak is a strong feature. Oak Leaf Hydrangea and Azaleas (background) have potential but are not planted in an interesting way.

Azaleas add seasonal color, but are lackluster when not flowering.

Monotonus plantings of Dwarf Yapoun Holly (background) do not add much to the site.

The central lawn area is bland, bordered only by a few Yellow Anise (left) and Dwarf Yaupon Holly (right).

Rosemary (foreground) add nice sensory elements to the site. Agave and Aloe (background) contribute interesting textures and color, but may appear harsh to some with their rigid leaves and points.

Pines, Sabal palms and Live Oaks existing on site are doing well.

Ginkgo trees (midground) do not do well on this site.

94

Dwarf Burford Holly has sharp, rigid leaves that contribute to a hostile environment at the entrance to Farrior Hall.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

95 95

BOENKER

Design: Site Analysis

SITE ANALYSIS

DESIGN

SITE ANALYSIS A

Existing Live Oaks provide shade for user comfort in warm months, visual interest, a sense of stability, positive natural distraction, sense of peace, defines the space below them

B

Views to historic/iconic campus locations, shows space, people watching, views, helps navigate the larger contet Guidelines: culture, extent, social, prospect, wayfinding

Guidelines: fascination, positive natural distraction, serene, refuge

A ART

96

SRT

PSDs

THERAPEUTIC

B

CAMPUSES

MENTAL HEALTH + UNIVERSITY LANDSCAPES

97 97

BOENKER

SITE ANALYSIS

A

Buildings provide shade for user comfort, sense of refuge when balanced with views out, historical context, unique architectural details

Guidelines: refuge, prospect, culture, mindfulness

B

Seating is not oriented towards good views and does not offer much choice for how it’s used. Seating can be reorienting to face planted areas, strong views, open spaces. Moveable seating could enhance sense of control and the ability to interact with others. Curved benches on the periphery of the site create a useless void space that could be better used if seat wall was reflected on the N/S axis. People could then choose to face in or out of the site, and the existing hardscape area could be used for planting, seating, gathering, more flexbile uses, etc.

Guidelines: sense of control, fascination, extent, prospect, refuge, space, social support, 70% vegetation 30% hardscape, social

ART

98

SRT

Design: Site Analysis

SITE ANALYSIS

PSDs

THERAPEUTIC

CAMPUSES

C

Maintenence of bedlines/planting areas should be addressed.

Such edges can be distracting and may not be perceived as a nice space that is cared for and safe to be in. As seen in case studies, maintenence by volunteer efforts could be a way to overcome this if there is concern about keeping up with maintenence while allowing more people to engage with the space in a way that is appropriate for them and may build community.

D

Guidelines: positive, physical movement, social support, compatability, engage multiple senses ART

SRT

PSDs

THERAPEUTIC

D C

B A

CAMPUSES

MENTAL HEALTH + UNIVERSITY LANDSCAPES

99 99

BOENKER

SITE ANALYSIS

A

There are many entrances to the site that could be enhanced by thersholds. They could help create a sense of mystery and excitement, wonder, and scale for the user. A thershold can act as a visual and physical cue that one is entering a new space.

Guidelines: Being away, fascination, wayfinding

B

The existing fountain provides the opportunity to interact with water and listen to white noise, but could be redesigned to be more of an amenity and focal point. It is in the middle of a large hardscape area with benches nearby. All benches are the same distance from the fountain, removing the opporunity to choose how close one sits to the fountain. For added environmental benefit, the fountain could use rainwater harvested from nearby buildings, creating an interesting opportunity to learn about the site.

Guidelines: compatability, sense of control, engage multiple senses, positive natural distractions

ART

100

SRT

Design: Site Analysis

SITE ANALYSIS

PSDs

THERAPEUTIC

CAMPUSES

C

Farrior Hall is a larger scale building than the other adjacent structures. The presence of the building may be overwhelming or imposing. Farrior Hall is a major academic advising building on campus for students in high-stress programs (i.e. pre-health, pre-law). Students often experience long wait times here, and a stress-reducing place to see from inside or experience before and after visiting this building could be helpful. Screening the views of this building from certain points within the site may help reduce this impact.

D

For those not entering the site, there are still opportunities to see into the site from adjacent pedestrian networks and buildings that should be considered in the design of the space Guidelines: being away, fascination, extent, positive natural distractions

Guidelines: Being away, refuge, positive natural distraction ART

SRT

PSDs

THERAPEUTIC

D C

B

A

CAMPUSES

MENTAL HEALTH + UNIVERSITY LANDSCAPES

101 101

BOENKER

SITE ANALYSIS

B

A

Existing benches are often situated near full trashcans, harsh light posts, stormwater drains, and lackluster sod areas and poorly maintained planting beds. These can be distracting and reduce desire to use the space.

C

Entry into plant beds, or paths that meander through planted areas, can allow students to be closer to plants and use the space in a way that encourages deeper connection with surroundings through mindful exploration.

Guidelines: Fascination

A ART

102

Design: Site Analysis

SITE ANALYSIS

SRT

PSDs

THERAPEUTIC

CAMPUSES

D

B C

Guidelines: physical movement and exercise, engage multiple senses, wayfinding, mindfulness details

ART

SRT

PSDs

THERAPEUTIC

D

Student Recreation and Fitness Center, one of two gyms on campus, is across the street from the site. Outdoor yoga classes are often held in areas near the Yardley Gardens. A space could be designed into the site itself to facilitate outdoor yoga and meditation classes.

Guidelines: physical movement and exercise, social support, being away, fascination, compatability, positive natural distraction, serene, positive, engage multiple senses, mindfulness details

CAMPUSES

MENTAL HEALTH + UNIVERSITY LANDSCAPES

103 103

BOENKER

Notes

SITE ANALYSIS

ART Being Away

Could be improved by emphasizing thresholds at various entry points, selectively uses views to focus the experience on being in the space

Extent

Linear site conveys feelings of a physically large space, could improve the definition of spaces within the site to enhance feelings of extent

Fascination

Mature oak trees provide strong opportunity for fascination, other planting could be improved. Audubon tie in could increase fascination through wildlife

Compatibility

Design: Site Analysis

Evaluation

Variable depending on what users want from site

SRT Sense of Control Social Support

LITERATURE CATEGORIES / GUIDELINES

Physical Movement + Exercise Positive Natural Distractions

Few options in the site for how to use it. Fixed furniture throughout, lack of clear programming reduces clear options for users Few clear spaces to gather if this is desired Currently mostly used for walking through the space en route to another destination. Proximity to student gym could be opportunity to create outdoor yoga/meditation space. Could develop walking/meditation loop for movement within the site Variety of planting in existing conditions, poorly organized, feels chaotic/illegible

PSDs Social Prospect Rich in Species

Few clear spaces to gather if this is desired Good views into other spaces, well-aligned axes with residence halls to north High variety, poorly executed. Does not feel cohesive or easy to read

Serene

Lack of unity reduces feelings of peacefulness. Farrior Hall’s large and solid presence is in conflict with this PSD

Culture

Historic buildings provide an unobtrusive background that creates a sense of place

Space

Small open lawn area could be better designed to offer an area with feeling of space in a relatively small site

Nature

Plant pallet could be more native to increase wildlife diversity

Refuge

Table nook under large live oak offers a nice sense of refuge, could be defined better. Opportunities for more refuge throughout the site

THERAPEUTIC LANDSCAPES Straightforward Positive Engage Multiple Senses 70% Vegetation 30% Hardscape Privacy

Confusing site with a lot going on, feels like parts are disparate Neutral Planting could be enhanced to engage more senses. Water feature, when on, does create nice white noise and can be interacted with, could be designed more artfully More hardscape than vegetation, and some beds/plants in poor condition. Looks messy Little opportunity for privacy from people within site and looking into it from adjacent buildings

CAMPUSES Wayfinding Mindfulness Details 24 Hour Safety (Lighting)

Straight paths are easy to see and navigate

As part of the site analysis process, tabs of different colors and patterns were used to identify spaces in the site where guidelines are currently being met or where there is room for improvement.

The drafting dots with black writing on them indicate the intention

of the mood or feelings being designed for in these parts of the site. The drafting dots with pink writing show whether the space is intended to be social or solitary.

Some features on buildings are interesting, could be more direct, legible and cohesive in the site itself (i.e. hardscape, planting) Typical campus lighting provided, only along main paths. May make it uncomfortable to be in the space after dark if not walking on one of the defined paths Good fit

Moderate/weak fit

No circle = poor fit

This table shows an analysis of the existing pre-design site conditions through the lense of the guidelines

104

MENTAL HEALTH + UNIVERSITY LANDSCAPES

105 105

BOENKER

Design: Process Sketches

DESIGN PROCESS SKETCHES

106

MENTAL HEALTH + UNIVERSITY LANDSCAPES

107 107

BOENKER

Design: Process Sketches

These sketches show the concept development process for the overall site and specific elements.

108

MENTAL HEALTH + UNIVERSITY LANDSCAPES

109 109

BOENKER

Design: Process Sketches

These sketches show the design process for the grading of the northern hill on the site. Section sketches helped refine the views and experiences created by the hill for pedestrians on the adjacent walkways.

110

MENTAL HEALTH + UNIVERSITY LANDSCAPES

111111

BOENKER

Design

DESIGN Planting in the Oak Deck Area was designed with an emphasis on views from within the space as well as looking into the space from adjacent residence halls (above). The Meandering Path planting was built from a palette that included plants selected for their sensory properties and their attactiveness to pollinators. Grasses and focal specimines were included to define the space and provide interest for those outside of the Meandering Path area.

112

MENTAL HEALTH + UNIVERSITY LANDSCAPES

1113 13

BOENKER

Design

DESIGN CONCEPT The overall concept for the site is ease. This is achieved through subdividing the space into different rooms, each of which have varying moods, colors, and intentions. The feeling of ease can be experienced in different ways. It may be expressed as comfort in being in the space or in moving through the space. A feeling of safety both during the day and at night help support this experience of ease no matter the time of day. Attention to microclimate supports being in the space in a comfortable, relaxed way year-round. The different rooms provide opportunities to meet needs in many ways, using many techniques, to enhance interest, fascination and compatibility.

All these moves acting together foster the experience of ease throughout the site.

114

MENTAL HEALTH + UNIVERSITY LANDSCAPES

115 15

BOENKER

Design

DESIGN CONCEPT This conceptual design was developed using the site analysis and the rooms set forth in the concept diagram. At this phase, site circulation and experience were major focuses. Given that this space is a pedestrian corridor, it was crucial to design the space in a way that allowed even moving through the space to serve as a restorative experience. Beyond that, the other rooms were designed to support activities ranging from studying to yoga and moving meditation on a small meandering trail.

116

MENTAL HEALTH + UNIVERSITY LANDSCAPES

117 17

BOENKER

Design

MASTER PLAN

118

MENTAL HEALTH + UNIVERSITY LANDSCAPES

119 19

BOENKER

Design

MASTER PLAN Moving clockwise throughout the site, the following features can be seen and experienced.

A series of four small “hills” help define the space as a separate place from Fletcher Drive to the west. The gentle slopes aid in wayfinding and create a sense of being away. The Reclining Hill is designed to function as a large piece of furniture, like a chaise lounge made of earth instead of plastic. Laying on the slope oriented with ones back facing west, a view of the canopy defined lawn area is provided. The Hammock Hill features a grove of Sabal palmetto trees placed at the appropriate distance to hang up a hammock, a favorite pastime of UF students.

The Oak Study Deck is constructed below a stunning existing Live Oak. A gradient of planting – transitioning from low to high to low again radiating out from the deck – provides an enticing view from a variety of vantage points. Approaching the deck, it appears to be hovering and slightly hidden behind the plants.

Moving up the ramp, one can explore this gradient more closely.

On the deck, the planting builds up and outward. From within the dorms, one may have a similar experience. The dark foliage draws the eye in and creates a calm, quiet mood.

The east Pergola covers part of the north walkway. Passionflower atop the structure provides an exciting view for students looking out from the dorm as well as those passing under the structure.

This pathway features a wave of concrete pavers with glass aggregate. This subtle gesture provides an opportunity for

120

sunlight to interact with the material, entrancing the eye while moving through the space and allowing for a moment of mindfulness via connection to the site.

The meandering Stone Slab Path makes it’s way through a densely planted sensory garden space. The stone slabs make for an accessible experience without sacrificing intriguing materiality. While the space may be small, the meandering path helps reinforce feelings of extent, mystery and intrigue around each bend. Sensory plants such as lavender and rosemary are clustered around each turn. Specimen plants such as Chaste Tree and Saucer Magnolia excite the senses and introduce seasonal change into the site.

The Raised Deck reinvents the seating space that currently exists on the site. The area allocated to seating in this redesign is smaller. As it stands now, few people sit in the space. Further, the deck allows an elevated view into the fascinating planting area with high species richness. The deck provides a more direct connection to the site than currently exists with the brick seatwall space.

The Sunken Fountain is a more artful take on the existing fountain.

By pushing the fountain down, a seatwall can be constructed around it to allow people to get close to the fountain in a comfortable way. While the current fountain runs intermittently and is in the middle of a major north-south walkway in the site (setting people up to potentially get caught in the fountain as it activates), the redesigned fountain would run constantly. This

provides the gentle ambiance of running water, an important feature for restorative spaces. Further, benches around the edge of the fountain plaza provide students with a variety of choices of views and levels of social interaction experiences.

help create a calming environment for students entering and leaving the building.

The Study Pavilion allows students to comfortably sit outside no matter the season. The roof, designed to match those of the adjacent buildings (but single-pitched) in materiality, provides shade in the summer and protection from rain. Being outside in the rain (undercover) can be a very soothing multi-sensory experience in a Florida thunderstorm. The sound of the rain and thunder mixed with the smell of the rain and the pitter patter of drops on the roof and pavement are an experience like no other, and students will be able to take this all in under the safety of the pavilion.

The Multipurpose Lawn is bordered by Muhly Grass and Dwarf Fakahatchee Grass. Sabal palms and Spruce Pines are intermingled in the grasses to create a Savannah grassland feel with a North Central Florida palette. The space can serve as a location for outdoor yoga and meditation classes or a gathering space for classes or groups of students. The portion of the lawn to the west is defined by a canopy of trees for students to lay under and gaze at the sky.

A Pergola at the entrance to Farrior Hall helps bring the building back to a more human scale. Passionflower on top of the pergola provide a nice sight for those inside the building looking out. Lavender and Rosemary planted in front of the entrance

MENTAL HEALTH + UNIVERSITY LANDSCAPES

1 121 21

BOENKER

Design

DESIGN + GUIDELINES

ATTENTION RESTORATION THEORY

The following pages demonstrate the strongest examples of the application of the guidelines in the design.

Right: Being Away - Small hills and pine-lined entrance signal moving into another space Compatibility – Seating at tables with varying numbers of seats in the Oak Deck and Study Pavilion provide the choice for solitary or small group experiences, be they studying or sitting quietly and taking in the surroundings Fascination – Varied planting with rich sensory interests (i.e. the sound of grasses blowing in the wind; varying leaf textures and flower colors; highly scented plants) creates a space with high levels of fascination. The planting in the Oak Deck area also contributes high levels of fascination, as does the large oak tree around which it was designed.

Extent – The lawn area subdivided into multiple smaller spaces and defined by planting create a feeling of extent in a still relatively small site

122

MENTAL HEALTH + UNIVERSITY LANDSCAPES

123 123

BOENKER

Sense of Control – The choice of number of seats at a table provides a sense of control for students on the Oak Deck or in the Study Pavilion Positive Natural Distractions – The rich planting in the Oak Deck

124

Design

STRESS RECOVERY THEORY

PERCEPTIONS + PREFERENCES

area and the Stone Slab Meandering Path provide a multitude of positive natural distractions Social Support – The space to gather on the lawn, in the Pavilion or around the fountain provide places of social support

(cont.) Physical Movement – The meandering nature of the path creates more area to move around on a relatively small site.

Further, the options to take different routes and loops on the path add variety to this movement, contributing to a sense of control

MENTAL HEALTH + UNIVERSITY LANDSCAPES

125 125

BOENKER

Design

THERAPEUTIC LANDSCAPES Previous Page:

Right:

Nature – The local planting palette anchored in the pines and palms on the west entrance to the site initiate the narrative of North Central Florida natural landscapes that is echoed through the site

Straightforward – The west entrance to the site conveys a clear boundary through simple gestures of pine-lined walkways and small hills

Refuge – The Oak Deck nestled near the residence halls create a sense of refuge off the main paths and lawn area Culture – Historic buildings and courtyards frame views and provide a cultural backdrop for the site. These are some of the oldest buildings on the UF campus Rich In Species – High species diversity in the trail area provide great species richness Social – The central spaces provide comfortable choices for a variety of social interaction (this can include just seeing and being around others, too, without necessarily verbally interacting)

Privacy – The planting around the Oak Deck give a sense of moderate privacy in a public space Multiple Senses – Lavender and Rosemary provide pleasant fragrance; grasses blowing in the breeze provide a unique sound 70/30 – The revised design reduces the amount of hardscape compared to the previous design and allocates more space to planting Positive – The Pergola, Passionflower, Lavender and Rosemary help create a calming, less intimidating experience of moving in and out of Farrior Hall

Space – The Multipurpose Lawn, defined by canopy and grasses, has a clear sense of space despite being in a small site Serene – The native grasses and diverse canopy provide a peaceful ambiance for the lawn space Prospect – The gentle hills provide a view to the rest of the site

126

MENTAL HEALTH + UNIVERSITY LANDSCAPES

127 127

BOENKER

Wayfinding – Tall pines and small hills help guide movement Mindfulness – Glass aggregate concrete pavers provide a subtle detail that may catch the light and help people notice details in the site, providing a chance to connect with the

128

Design

CAMPUSES

LIGHTING FEATURES

surroundings and take one’s mind off of things outside of the site Safety – Artfully lit structures and site elements like the Study Pavilion, Fountain, and Decks allow students to feel safer in the site even at night

Illuminated features provide safety and comfort at night.

Uplighting on trees highlights the Spanish Moss and the unique branching patterns of the Live Oaks on site. The lighting is below the canopy level, reducing light pollution for students in the

adjacent dorms. Further, the lighting on the decks and fountain shine downward as it is attached to the bottom of the structures, resulting in a warm glow that does not compromise the ability to see in the distance in the way flood lights sometimes do.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

129 129

BOENKER

Design

PLANTING DESIGN Species were selected for their visual interest, multi-sensory engagement properties, year-round characteristics, and inflorescence, if applicable. The plants were chosen to reinforce the concepts of each of the “rooms.” Throughout the year, there is always something flowering. Natives are preferred, and exotic species are used where appropriate, based on the concept of “right plant, right place.” The planting palette at times challenges the idea put forth in the UF LMP that plantings of high diversity shall be reserved for small spaces to ease maintenance concerns. This is in direct conflict with the Fascination, Rich in Species, and Positive Natural Distractions guidelines, all of which are crucial elements of creating a restorative space. As the National AIDS Memorial Grove case study demonstrated, it is possible to find creative ways to maintain spaces and simultaneously build community. UF students in plant related fields could be a source of maintenance support for the site, and they may derive restorative benefits from being involved in this process.

130

MENTAL HEALTH + UNIVERSITY LANDSCAPES

1 131 31

BOENKER

CANOPY CONCEPT

The trees species used represent the local ecosystems, resemble the palette on campus, and provide seasonal thermal comfort and interest. All the species appear elsewhere on campus, except for the redbud cultivar, selected for its variegated leaves.

This concept redndering gives an idea of what it may look like to lay under the canopy on the main lawn and look up at the trees and sky.

Design

132

CANOPY

MENTAL HEALTH + UNIVERSITY LANDSCAPES

133 133

BOENKER

These diagrams show which species are blooming and/or have their foliage throughout the various seasons. Plants with foliage are all the same green color. Species that are actively blooming retain their color from the master plan rendering. As can be seen,

134

Design

SEASONAL CHANGE - FALL

SEASONAL CHANGE - WINTER

there is always something either blooming or retaining foliage in each room regardless of the time of year.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

135 135

BOENKER

136

Design

SEASONAL CHANGE - SPRING

SEASONAL CHANGE - SUMMER

MENTAL HEALTH + UNIVERSITY LANDSCAPES

137 137

BOENKER

OAK DECK REFERENCE IMAGES

Source: Landzine

As one approaches the Oak Deck, it appears to be nestled behind the plants and slightly floating above the ground plane.

The existing oak and dorms provide a peaceful backdrop that define this room.

138

Design

OAK DECK ENTRY

Source: terrain NYC

The seating on the deck would be spaced in a configuration like the left image. The image on the right gives served as an inspiration image for creating this space beneath the existing oak with the backdrop of the historic residence halls.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

139 139

BOENKER

This planting concept shows what it may look like standing on the Oak Deck looking west. The dark foliage creates a calm and quiet atmosphere that draws the eye in. The purple flowers and fruits of the Beautyberry add to the sense of calm. The pleasant

140

Design

OAK DECK LOOKING OUT

OAK DECK LOOKING FROM DORMS

scent of the Gardenia in spring adds a nice seasonal touch to the space.

This image represents what it may look like from a student’s dorm room window looking south at the Oak Deck area.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

141 141

BOENKER

The gentle hills and tall provide a welcoming entrance and straightforward wayfinding tool for those entering or passing by the site. The palette and design approach in this area is simple and seek to create a feeling of being away. The Hammock Hill

142

Design

HILL SECTION

HILL SECTION

and gently sloping hills provide students with choices for relaxing in the space, enjoying the views to other parts of the site and the historic backdrop of the adjacent buildings.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

143 143

BOENKER

The trees bordering the lawn help draw the eye up. The simple native grasses palette on the ground plane alludes to a savannah landscape urtilizing Florida natives. The sidewalks feature the glass aggregate concrete paver wave as a

144

Design

LAWN PERSPECTIVE

MEANDERING TRAIL ELEVATION

mindfulness detail. Given the proximity to Student Recreation and Fitness Center, outdoor group fitness classes can easily be conducted in the Multipurpose Lawn space. At other times, the lawn provides space for students to socialize or be alone.

The Meandering Stone Slab Path is surrounded by bright, textured, sensory plantings. There is seasonal interest year-round in this room. The vibrant planting design is enticing and exciting.

This space is full of mindfulness details to help one ground in the

present moment. The Sunken Fountain allows users to comfortably interact with and listen to the fountain. The elevated deck allows one to see into the site or sit and look out towards the tree-lined street and historic buildings. Students in the dorms to the north and faculty in Dauer Hall to the south can enjoy the view of the space from above as well.

MENTAL HEALTH + UNIVERSITY LANDSCAPES

145 145

BOENKER

DESIGN

REFLECTIONS + FUTURE DIRECTIONS

The design attempts to speak to every guideline. Some are more easily applied than others. Some guidelines feel forced or as if they do not relate well to the site. Operating under the impression that the guidelines would ideally be applied to a network of spaces rather than one, this could be mitigated by applying certain guidelines to some spaces and not others.

Given that the goal of the design for this project was to show at least one example of each guideline, the design does include at least one use of each guideline. In order to do so, some of the interpretations of the guidelines had to be carefully considered as discussed below (i.e. Positive). However, an example for each is incorporated into the design of the Yardley Garden site.

Applying the literature review and case study findings to design illuminated many elements that merit further discussion. These include implementation, campus scale and safety considerations, guidelines that were challenging to design for, native planting challenges, and potential performance assessment measures.

The research and design processes also created new questions and future directions for investigation.

the flexibility of these spaces. However, special exceptions are made for campus locations such as the Medical School / Hospital campus area. Similar consideration for these restorative spaces could help increase awareness of them and designate them as distinct spaces serving a specific purpose. Changes in hardscape or furniture could easily and subtly signal to students that they are in a space with a different purpose, which may result in greater effectiveness of the spaces.

Design: Reflections + Future Directions

PROCESS REFLECTIONS

SCALE + NETWORK Having the ability to design restorative landscapes in a network with spaces of various scales would help eliminate the need to address every guideline in one small space. A network of spaces could allow for spaces to have a more specific focus, which may result in more unity in the design and space. This design tried to pack a lot into a small site for the sake of demonstrating as many applications of the guidelines as possible. A network of spaces could give more flexibility and provide opportunities to explore a handful of guidelines in a space in a focused and deep way.

NATIVES VS. EXOTICS Through the design process, many insights came to light about the It is difficult to find a native, evergreen palette with high interest year-round. Many native species in this region of Florida have effort of creating restorative campus spaces. These include: winter dormancy, which may be unfamiliar to students moving from South Florida. Without understanding, and sometimes even LMP INTEGRATION with an understanding of the environmental and ecological Integrating restorative landscape principles into campus processes transpiring in this unique location, native landscapes LMP and design and building processes would be helpful. can appear unkempt and unhealthy in the winter. This could easily When reviewing the UF LMP, the sections such as planting hinder the restorative experience of spaces in the cooler months recommendations, furniture and hardscape elements constrain

DESIGN PROCESS INSIGHTS

MENTAL HEALTH + UNIVERSITY LANDSCAPES

147 147

BOENKER

LIGHTING + SAFETY Lighting and safety feel difficult to design for in an artful way.

As with other site elements, given more time to work through the design, this may be easier. The solution of lighting significant furnishings and seating areas from the bottom (directed down) feels satisfactory, yet incomplete. Similarly, balancing planting to define rooms and help users feel “away” without massing plants to densely or high and creating safety issues or hiding spots was challenging. In the Oak deck area, the deck was elevated slightly above the ground to hopefully achieve both feelings of being away and a feeling of safety for those using the space as intended.

MOVEABLE FURNITURE Creating a sense of control is usually accomplished through the provision of moveable furniture. In a college setting, this poses a risk of the furniture being stolen. The idea of moveable furniture is typically discussed in healthcare settings, which seem relatively more secure than an expansive college campus and safer from furniture theft. Further, moveable furniture is rarely, if ever, used elsewhere on the UF campus, suggesting it is not an ideal approach. This design site is near the UF football stadium as well as Midtown, an area where many students go out at

148

nights and on weekends. Given the potentially intoxicated groups and individuals that may occasionally move through or near these spaces, the threat of theft feels especially high. To provide a sense of control and choice, tables were provided that have varying numbers of attached chairs. This way, students can choose to sit alone or with others, and the threat of disappearing furniture is minimized.

POSITIVE The guideline “positive” is difficult to design for, other than the absence of abstract features, without feeling contrived. In this application, the addition of a pergola to the front of Farrior Hall was intended to create a human-scale feel to the large and visually intimidating building. This intervention hopefully alleviates some of the potential negative feelings that can be elicited by elements of the space (i.e. a large building that represents a stressful space for many students), even if in a subtle way.

Lavender and rosemary were planted in this space to provide pleasing scents and hopefully help students in this potentially stressful space feel relaxed. In the literature, this guideline refers more to the absence of abstract art. Showing the absence of abstract or ambiguous art in the space is different than other guidelines that are shown by the direct inclusion of site features.

Therefore, the sensory element and widespread association of lavender with relaxation (i.e. lavender essential oils) is used to represent the Positive guideline. Where other guidelines are about adding things to achieve them, the Positive guideline is more about removing or preventing stimuli that could work against it.

SOCIAL VS. SOLITARY Rooms in the space have been designed so that there is a suggested gradient of social to individual spaces. This will hopefully minimize user conflict while also allowing simultaneous use of the space in different ways for different activities.

PERFORMANCE MEASUREMENT

Measuring the success of the space could be addressed in a few ways. Before redesign, behavior mapping of the space could be conducted to see how long people typically spend in the space, what parts of they space they often stay in, and how much they interact with elements of the space (e.g. do they stop to look at or smell plants? Do people sit on the benches? Are the tables under the oak used?). The same things could be compared after the redesign. To observe the success of specific areas (e.g. covered seating area, meandering path) the number of users per day could be counted. If these spaces are not successful, ways to improve the spaces should be explored. The design should not be viewed as static and completed. As seen with the Nacadia study, evaluating the success of the space should be an ongoing process and the space should be adjusted accordingly.

User surveys could be conducted to assess satisfaction with the space. This can also be a valuable tool for understanding ways to further improve the space and address maintenance issues as they arise.

FUTURE RESEARCH

Given the time and resources, studying student perceptions of both existing and proposed spaces on the UF campus would inform the design of spaces to address specific and local needs, desires and preferences. A qualitative study would help tell a more complete story of the UF campus experience.

Interviews and surveys of students could show whether UF students preferences match those commonly addressed in the literature. In-depth conversations with students could bring to light UF specific factors contributing to or hindering restorative experiences. A deeper understanding of the diversity of UF students and their experiences with campus would surely enhance the ability of the designer to create spaces that would be restorative for this user group.

Further research questions have arisen during this process including:

Design: Reflections + Future Directions

of the year. Thus, there is a very strong case for using nonnative species where appropriate. IFAS has numerous publications of use to designers for selecting Florida-friendly species that complement a native landscape without appearing too offputting or unmanicured to the untrained eye.

- How do individual narratives and experiences impact perceptions of place?

- How do students relate to university campuses, places that they often consider transient or temporary?

- How does a university student’s emotional attachment to their campus impact their educational experience and mental health?

- Can lessons be learned from university student place attachment that can be applied to people who relocate often to help create spaces that are restorative and allow people to feel connected to a space quickly?

MENTAL HEALTH + UNIVERSITY LANDSCAPES

149 149