Date of Award
Fall 2012
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Foundations & Leadership
Program/Concentration
Higher Education
Committee Director
Dana Burnett
Committee Member
Alan Schwitzer
Committee Member
Nathan Lindsay
Abstract
Green building and design is an emerging trend in institutions of higher education. It is important to consider the practices and expectations of the users of green buildings. The attitudes of faculty, staff, and students play a key role in the overall successful performance of green buildings. This study offers direction for the intentional design and use of green student centers as influential facets of the total environment on college campuses. The research presents cases of how green student center design may be connected to environmental attitudes. This qualitative study examined to what degree three green student centers influence and impact the campus environment. Strange and Banning's three-dimensional matrix and a modified version of the Salter Environmental Type Assessment (SETA) Form C were used to collect data to inform this study. A collective case study analysis examined green student centers at three campuses. Individual interviews, focus groups, and document review were administered. This information may help advance green initiatives related to student-oriented operations, practices and policies, and subsequently influence universities' strategic goals, master plans, and missions.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DOI
10.25777/6fmc-t384
ISBN
9781267890474
Recommended Citation
Harrell, Krista L..
"Green Student Centers' Influence on the Campus Environment"
(2012). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/6fmc-t384
https://digitalcommons.odu.edu/efl_etds/115