{"id":861,"date":"2010-04-07T11:38:18","date_gmt":"2010-04-07T11:38:18","guid":{"rendered":"https:\/\/www.science.smith.edu\/departments\/sal\/blog\/?p=267"},"modified":"2015-03-24T14:01:16","modified_gmt":"2015-03-24T14:01:16","slug":"pyschology-of-space","status":"publish","type":"post","link":"https:\/\/www.science.smith.edu\/sal\/2010\/04\/07\/pyschology-of-space\/","title":{"rendered":"Illustrating the Invisible"},"content":{"rendered":"

\"\"<\/a><\/p>\n

The Psychology of Space:
\nMapping Student Perception of the Smith College Campus<\/h3>\n

by Stephanie A. Keep ’02<\/p>\n

Advisors:
\nPeter de Villers and Jon Caris<\/p>\n

Summary<\/strong><\/h3>\n

In 2001, a psychology student name Stephanie Keep took one of my GIS workshops and really grooved on the technology.\u00a0 In her senior year, Stephanie became our first GIS Rock star at Smith because she conceived of an idea for some very novel research.\u00a0\u00a0 Stephanie was interested in how students perceive their local environment<\/span>, specifically the Smith Campus and downtown Northampton.\u00a0 So, she constructed a survey that was essentially a map asking students to locate areas that satisfied answers to various questions.\u00a0 Some of the questions included where students \u201chang \u2013 out\u201d with their friends, or where student feel least safe on campus.\u00a0 She then compiled the results to produce a density map of student\u2019s perception of their environment.<\/p>\n

Stephanie\u2019s research predated all of the hype associated with \u201ccrowd sourcing\u201d and social networking.\u00a0 By soliciting what is now called \u201cvolunteered geographic information\u201d or VGI, Stephanie transformed student feelings, opinions, and perceptions into visual geographic space.\u00a0\u00a0 Needless to say, the patterns were quite interesting and very revealing. The administration and public safety consulted the maps to help determine where new lighting should be placed on campus.<\/p>\n

From the abstract:<\/strong><\/h3>\n

The purpose of this study was to examine the relationship between Smith College students and the Smith College campus through a spatial medium. Mapping student perception as it relates to specific locations in space creates patterns of related data. Data can be similarly cross-compared with more concrete data, for example the data collected by Public Safety on incident locations (Keep, 2002).<\/p><\/blockquote>\n

Concluding Remarks from Stephanie:<\/strong><\/h3>\n

It is strongly indicated by this study that the Smith Campus is a wonderful environment for the Smith College students.\u00a0 Because students spend up to four academic years in-residence, it is important to recognize student\u2019s thoughts and feelings about their campus. Mapping affect and perception could be helpful for future planning. Currently the building of the new Campus Center offers an opportunity to see how the planning of the Smith campus impacts student perception of place. Follow-up studies could be conducted to see if there is a change in student perception after the Campus Center is completed. Perception of environment provides a meeting place between fact and fiction, a place we often call reality.<\/p><\/blockquote>\n

 <\/p>\n

Sample Maps (2002)<\/h3>\n

 <\/p>\n\n

<\/h3>\n

Sample Maps (2005)<\/span><\/h3>\n\n

<\/h3>\n

Survey Instrument<\/h3>\n

 <\/p>\n

\"\"<\/a>\"\"<\/a><\/p>\n

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 <\/p>\n

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 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

<\/h3>\n

Publication<\/h3>\n

Some of these maps appear in the book Understanding Place: GIS & Mapping Across the Curriculum<\/a><\/p>\n

 <\/p>\n

Some of the working maps<\/h3>\n

\"\"<\/a>\"\"<\/a>\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

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 <\/p>\n

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 <\/p>\n

Original Project Page <\/a>(with all maps)<\/p>\n","protected":false},"excerpt":{"rendered":"

The purpose of this study was to examine the relationship between Smith College students and the Smith College campus through a spatial medium<\/p>\n","protected":false},"author":329,"featured_media":5353,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_crdt_document":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","ngg_post_thumbnail":0,"_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[13,24,27,29],"tags":[109,111],"class_list":["post-861","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-featured","category-portfolio","category-spatial-thinking","category-student-maps","tag-spatial-thinking","tag-students"],"yoast_head":"\nIllustrating the Invisible - 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