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THE FOREST AT SCHOOL: IMPLICATIONS FOR LEARNING
William Sullivan
Professor and Department Head,
Department of Landscape Architecture
University of Illinois
THE FOREST AT SCHOOL
IMPLICATIONS FOR LEARNING
William Sullivan
University of Illinois
Mill River Park & Greenway, OLIN Landscape Architects
GRATITUDE
US Forest Service
US National Science Foundation
Students & Colleagues
Harney Trail, City of Omaha
TODAY
Urban
Nature
Enhances
Learning
Stress
Attention
-
-
-
~:::::~...._-~_.~:::-:-:::::_::-__: ____
----:----'--=----"c:"'__
::::---::::__:---:;_:--::::-....
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-- ~
,.
-
-
~-
- ---
--
•
•
•
,
Experiencing Stress
Experiencing Stress
Stress pathway from brain to body
STRESSOR
Hypothalamus
CRH
Pituitary Gland
ACTH
Adrenal Glands
CORTISOL
AFFECTS
MULTIPLE
ORGANS &
SYSTEMS
Center on Social Disparities in Health, University of CA, San Francisco
Video
ATTENTION RESTORATION THEORY
ATTENTION RESTORATION THEORY
Attention
ATTENTION RESTORATION THEORY
Attention
Involuntary
ATTENTION RESTORATION THEORY
Attention
Involuntary
Directed
(Paying Attention)
ATTENTION RESTORATION THEORY
Attention
Involuntary
Directed
(Paying Attention)
Effort
ATTENTION RESTORATION THEORY
Attention
Effort
Involuntary
No
Directed
(Paying Attention)
Video
-
ATTENTION RESTORATION THEORY
Attention
Effort
Involuntary
No
Directed
(Paying Attention)
Yes
ABSTRACT
1.
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William Sulh " , 3.13112015624 AM
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On a daily basis . university students face significant
the; r c
challenge s in
"
II
~ental
peopl e in society today, espe ci ally
attention .
II
",
Willia m Sulh . 3.1311201 S 5 52 AM
0
C i"~ ( 3 ): This Pi,~,"ph Is much 1001001,
Student
Students are
day that require draw on their attentional capacity - a
academ i cs as we ll as in extra curric ular activities, l eav i ng
WhM ,," tile """n poinu IIHe? ~n you b.e. k lhe
.... in poInU inlO ~ or m.ee Pi'"I,"phs? look II
how you fra med lhe Ideas In the Abn r..ct Ind !iH II
you un'l help se1 up lhe problem here In" s.lmillr
them mentally exhausted by the end of the day , A number of
capacity that often fatigues before the students have
eted their work for the d
t ( 2 ): This openlrw sectkIn does not
Pi,~," ph Pillem 1hi!
I tea:fI my studenu t o use in in imroductlon. You
did this, .. I ~ all, In.,....... ThKi!. P''''-'po.Il. C.. n.,......
oR tile ume or s.lmilM OfjMlnc IIHe?
_ ,10m! to the th'H or four
Past research demonstrates
" " " '"
..
.i~1slt1~_
. ,hh. •.
~ v.v.~e. . . .d.d .ee. ~
m.~~.~n .ss.,t.rr. .•' ." ~e .d~...... ,t hh..a~.,t....s.~.~ .~ ~. i..n.
t i me or taki
breaks in rest orat i ve environments allow students to return to
that taking breaks i n restorative environments allow students
their work cognit i vely refreshed and
to
recover from mental
fatigue, In recent decades, signifi cant amount s of research
from mental fatigue .
d i reet
has been done on restorative environments and its benef i ts in
ure to nature ;s restorative
but research on
.
restorative environments do es not provide deta i led information
.
~ nderstandlng
.................
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those elements and generating landscape design criteria, using
one of the four restorative components proposed by
co ll ected to display the psychological benef i ts of nature .
. ~':.':'
about the specific elements of the physical environment that
support restoration . This thesis focuses on
: ":.':'
re l at i on to the pub l i c health and numerou s evidence s have been
•
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• ....'1~
IJ!;'.":l.II""''I;''''~
K
LDIiI .;t;; etcrllln.;
Restorat i ve experiences occur i n natural env i ronments r i ch in
the characteristics necessary for rest oration (Kaplan 1995) .
IThe
away from your current situation and location to have
,
, ,
,
,
"
re storat i ve exper i en ce . Many people find , for example ,
attent i onally restorative outdoor spaces, The site chosen for
i s r e j uve nat i ng ."'.....hn'.'a"v.ee....'.:... ww'.ee: ~e.~k .ee. ~n.~d....rr.ee. ~t .rr. ~e.~at~ ..... !i nn... .!.!ln_ee.xx.~o,' !i . ,C.
'.,.<;,.........~: ......
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after a long challenging week , Others find it restorative to
si
campus of the University of
I \\inois.~~ . ,,, ..".
s tudies have f ound that i t ; s not required t o travel to
design c riteria
faraway places to have a re storat i ve experience, urban green
surveys and focus group discussion of dormitory r esidents,:......................,
space, though lim i ted in cities. have a positive inf l uence on
menta l restoration (f eschardt and Stigsdotter
2"· "I~.. ....fTo
:o..r.r... . . .............. . .... .
+. ..
~~~
ATTENTION RESTORATION THEORY
Attention
Effort
Involuntary
No
Directed
(Paying Attention)
Yes
Fatigue
ATTENTION RESTORATION THEORY
Attention
Effort
Fatigue
Involuntary
No
No
Directed
(Paying Attention)
Yes
Video
ATTENTION RESTORATION THEORY
Attention
Effort
Fatigue
Involuntary
No
No
Directed
(Paying Attention)
Yes
Yes
ATTENTION FATIGUES
PAYING ATTENTION
Matters for everything we care about
• Learning
• Problem solving
• Planning, initiating & carrying out tasks
• Self monitoring & self regulation
• Effective social functioning
SYMPTOMS OF MENTAL
FATIGUE
Inattentiveness
SYMPTOMS OF MENTAL
FATIGUE
Irritability
SYMPTOMS OF MENTAL
FATIGUE
Impulsiveness
ATTENTION RESTORATION
Environments impact attention
BERMAN, JONIDES, & KAPLAN (2008)
• 38 participants
• Two conditions
– Walk in downtown
– Walk in the arboretum
• Digit Span Backwards
14 TRIALS OF DIGITS BACKWARDS
10.5
Trials Correct
8.4
6.3
4.2
7.9
8.4
9.4
Downtown
Arboretum
2.1
0.
Before
DONGYING LI
TREES & TEST SCORES
Video
Video
Procedure
•
Random assignment
•
Baseline measures
•
Academic activities
•
10 min break
•
Measures again
94 students
ACADEMIC ACTIVITIES
•
5-minute speech
•
Proof reading
Proofread ing
Subject ID_ _ _ _ __
Date - - - -
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ACADEMIC ACTIVITIES
•
5-minute speech
•
Proof reading
•
Subtraction (4029-13)
ATTENTION MEASURES
•
Digits forwards
•
Digits backwards
•
Stroop color word
Green Blue
Yellow Red
Yellow
Blue
DO VIEWS TO GREEN IMPROVE LEARNING?
EFFECT OF WINDOW VIEW ON ATTENTION
No Window
Barren
Green
Digit Forward Score
7.5
7.2
6.9
6.6
6.3
6.
5.7
After classroom
tasks
After break in room
EFFECT OF WINDOW VIEW ON ATTENTION
No Window
Barren
Green
Digit Backward Score
6.
5.5
5.
4.5
4.
After classroom tasks
After break in room
CLASSROOM WINDOW & ATTENTION
Fail Count in Color Stroop Test
3.
Fail Count
2.25
2.45
1.81
1.5
0.75
0.
0.27
1
2
3
HOW BIG IS THE EFFECT ON ATTENTION?
30
28
22.5
15
15
7.5
6
0
Demographics
Plus chronic
stress & mental
fatigue
Plus green
view
Fostering Reasonableness: Supportive Environments for Bringing Out Our Best
Edited by Rachel Kap lan and Avik Basu
DOl: htt R:lldx.doi.org/1 0.3998/maize.13545970 .0001.001
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Table of Contents
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4. In Search of a Clear Head
William Sullivan
Abstract
Acting in a reasonable way often requires a resource that is in short supply (5. Kaplan & Berman,
2010), a resource that arrests an impertinent thought before you speak it, encourages you to hang
in there a bit longer in the search for a broadly acceptable solution, allows you to attend to the
details at hand, or resists the urge to jump to conclusions. That this resource is often in short supply
is evidenced by our all too familiar failures of civility and reasonableness.
PHYSIOLOGICAL MEASURES
Measures of EKG, BVP, SC and
Temp
DO VIEWS TO GREEN IMPACT STRESS?
CLASSROOM WINDOW & STRESS RECOVERY
0.5
0.41
0.25
0.17
0
-0.25
-0.4
-0.5
No Window
Barren View
Green view
HOW BIG IS THE EFFECT ON STRESS?
40
32
31
24
18
16
14
8
0
Demographics
Plus chronic
stress & mental
fatigue
Plus green
view
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Volume 148 , April 2016, Pages 149-158
Research paper
Impact of views to school landscapes on recovery from stress
and mental fatigue
Dongying
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William C, SUllivan 1,
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Professor and Head of Landscape Architecture
University of Illinois. Urbana .... Urbana· Department of L...
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Urbana. IL. United States
ABOUT
How do landscapes that we design. especially urban landscapes.
impact the health and wellbeing of people? My students and I
examine this question by measuring exposure to varying
landscapes -- the level of green infrastructure in neighborhoods. or
the amount of nature on campuses, or the density of vegetation in
urban spaces. We measure the impact of these places on people's
hormones, heart rates, brain waves, psychological states. and
ability to pay attention.
b
--.....
-~-- --
Are green
landscapes still
restorative in
spite of
technological
engagement?
Are green landscapes still restorative in
spite of technological engagement?
Laptop
Barren Spaces
Green Spaces
None
Are green landscapes still restorative in
spite of technological engagement?
Laptop
None
Barren Spaces
20 Students
19 Students
Green Spaces
18 Students
19 Students
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Introduction
Attention Test 1
Cognitive Tasks
Attention Test 2
Rest Outside
Attention Test 3
Hypothesis
Laptop
None
Barren Spaces
Least Restorative
?
Green Spaces
?
Most Restorative
Attention Score
RESULTS
Before Rest
After Rest
Comparing Groups
Comparing Groups
Laptop
None
Barren Spaces
20 Students
19 Students
Green Spaces
18 Students
19 Students
Comparing Groups
Attention Score
8.
7.25
6.5
5.75
5.
1
2
Implications
• Urban forests speeds recovery from stress
Implications
• Urban forests speeds recovery from stress
• Urban forests speed recovery from mental fatigue
Implications
• Urban forests speeds recovery from stress
• Urban forests speed recovery from mental fatigue
• Provide easy access to urban forests
Street Trees
Governor’s Island Park Master Plan by West 8
Northerly Isle by JJR Landscape Architects
•
•
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