R EPOR T R ESUMES.....--- -- -a.--1--r epor t. r esumes. ed 011 773. jc 670 367 a study on studying,...
61
.....--- -- -A.-- 1-- R EPOR T R ESUMES ED 011 773 JC 670 367 A STUDY ON STUDYING, A REPORT FROM THE COMMUNITY COLLEGE PLANNING CENTER ON STUDENT STUDY FACILITIES. STANFORD UNIV., CALIF. SCHOOL PLANNING LAB. EDRS PRICE MFS0.16 HC $2.46 62P DESCRIPTORS- *JUNIOR COLLEGES, *STUDY FACILITIES, *STUDY HABITS, *STUDENT BEHAVIOR, *STUDENT ATTITUDES, STUDY CENTERS, STANFORD APPROXIMATELY 600 STUDENTS FROM FIVE JUNIOR COLLEGES ANSWERED 100 QUESTIONS CONCERNING WHAT THEY FELT TO BE THE "IDEAL" STUDY FACILITY. ALTHOUGH THE STUDY REVEALED NO REAL CONSENSUS, MOST STUDENTS SEEMED TO PREFER A QUIET, PRIVATE,- PLAIN, MODERATELY -SIZED AREA FREE OF TOBACCO SMOKE AND WITH ACCESS TO STUDY MATERIALS. THE SAME STUDENTS INDICATED WIERE THEY STUDY AND WHY THEY STUDY MERE THEY CO. A DIFFERENT GROUP OF 116 STUDENTS ANSWERED THE SAME TWO QUESTIONS, BUT KEPT A RECORD OF THEIR STUDY HABITS FOR A WEEK TO DOCUMENT THEIR RESPONSES. THE ANSWERS GIVEN BY THE TWO GROUPS WERE SIMILAR. THE VARIETY OF RESPONSES ON ALL QUESTIONNAIRES, HOWEVER, WAS GREAT ENOUGH TO SUGGEST STRONGLY THAT AN "IDEAL" FACILITY WOULD PROVIDE A WIDE VARIETY OF STUDY AREAS. RESULTS OF THE QUESTIONNAIRES WERE RECORDED ON GRAPHS AND TABLES. (AD)
Transcript of R EPOR T R ESUMES.....--- -- -a.--1--r epor t. r esumes. ed 011 773. jc 670 367 a study on studying,...
.....--- -- -A.-- 1--
R EPOR T R ESUMESED 011 773 JC 670 367A STUDY ON STUDYING, A REPORT FROM THE COMMUNITY COLLEGEPLANNING CENTER ON STUDENT STUDY FACILITIES.STANFORD UNIV., CALIF. SCHOOL PLANNING LAB.EDRS PRICE MFS0.16 HC $2.46 62P
DESCRIPTORS- *JUNIOR COLLEGES, *STUDY FACILITIES, *STUDYHABITS, *STUDENT BEHAVIOR, *STUDENT ATTITUDES, STUDY CENTERS,STANFORD
APPROXIMATELY 600 STUDENTS FROM FIVE JUNIOR COLLEGESANSWERED 100 QUESTIONS CONCERNING WHAT THEY FELT TO BE THE"IDEAL" STUDY FACILITY. ALTHOUGH THE STUDY REVEALED NO REALCONSENSUS, MOST STUDENTS SEEMED TO PREFER A QUIET, PRIVATE,-PLAIN, MODERATELY -SIZED AREA FREE OF TOBACCO SMOKE AND WITHACCESS TO STUDY MATERIALS. THE SAME STUDENTS INDICATED WIERETHEY STUDY AND WHY THEY STUDY MERE THEY CO. A DIFFERENTGROUP OF 116 STUDENTS ANSWERED THE SAME TWO QUESTIONS, BUTKEPT A RECORD OF THEIR STUDY HABITS FOR A WEEK TO DOCUMENTTHEIR RESPONSES. THE ANSWERS GIVEN BY THE TWO GROUPS WERESIMILAR. THE VARIETY OF RESPONSES ON ALL QUESTIONNAIRES,HOWEVER, WAS GREAT ENOUGH TO SUGGEST STRONGLY THAT AN "IDEAL"FACILITY WOULD PROVIDE A WIDE VARIETY OF STUDY AREAS. RESULTSOF THE QUESTIONNAIRES WERE RECORDED ON GRAPHS AND TABLES.(AD)
Ur,
4 1
0 3
G 7
i
e
gr. .41
----
N
-1)1
1.4.
0
/
1
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H, E
DU
CA
TIO
N &
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
OD
UC
ED
EX
AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
II.
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
F E
DU
CA
TIO
N
PO
SIT
ION
OR
PO
LIC
Y.
4
s
di
1
v
or'
...
111111111011MW
EIM
Iumum
mum
ws
1111111111111111111111111i1111111113Za:161
'S!.
41,
4
'4:V
.,'
a
"t"
`c;P?
4,41
11'0
'
4
111.'Ai,
1,
,
7±
,
,4'2
2' ,2
'42,
n
11S
. (Ip
AR
Tro
lM1
1tt_
;\110
;1-,
;)01
1110
N1L
w:.I
FA
'RF
oil I
,1
1,1J
t /\ H
ON
111
111(
11M
fq 1
-11
1I'
11):
11:
1Y,'I
rtfv
;11
11
0,0k
,1tit
(,R
C,'
'111
,,,
UI
VII
Yi
Oti
0r,1
Sni
t.) II
I)1,
101
ts,,,
t11Y
ktt1
1:1
Olt
iLIA
1 O
ttO
F E
UO
LA1:
01
1,-1
0,11
ION
UR
l'U
tIt1Y
A S
TU
DY
ON
STU
DY
ING
A R
epor
t fro
m th
e C
omm
unity
Col
lege
Pla
nnin
gC
ente
rlir
eSt
uden
t Stu
dy F
acili
ties
111
1111
1111
11
TH
E C
OM
MU
NIT
Y C
OL
LE
GE
PLA
NN
ING
CE
NT
ER
SCH
OO
L P
LA
NN
ING
LA
BO
R A
lY
t;CH
OO
L O
F E
DU
CX
! IO
NST
AN
FOR
D U
N I
V
IIH
RA
P''
01 C
ON
GR
ES
S C
AT
ALO
G C
AR
D N
UM
BE
R 1
55-;
)(--
/
TH
E C
OM
MU
NIT
Y C
OL
LE
GE
PLA
NN
ING
CE
NT
ER
was
est
ablis
hed
by S
tanf
ord
Uni
vers
ity w
itha
gran
t fro
mE
duca
tiona
l Fac
ilitie
s L
abor
ator
ies,
Inc.
The
Cen
ter,
in r
ecog
nizi
ng th
atfa
cilit
ies
for
com
mun
ity c
olle
ges
ofte
n pr
esen
t spe
cial
pro
blem
s,ex
amin
es e
xist
ing
faci
litie
s an
dge
nera
tes
new
des
ign
idea
s ba
sed
upon
its
rese
arch
and
fie
ldst
udie
s....
Thi
s bo
okle
t is
the
resu
ltof
suc
h re
sear
ch.
2
AD
VIS
OR
Y C
OM
MIT
TE
E
Will
iam
E. B
luro
ck, A
rchi
tect
Will
iam
E. B
luro
ck a
nd A
ssoc
iate
sC
oron
a D
el M
ar, C
alif
orni
a
Vic
tor
Chr
ist-
Jane
r, A
rchi
tect
Vic
tor
Chr
ist-
Jane
r an
d A
ssoc
iate
sN
ew C
anaa
n, C
onne
ctic
ut
Kar
l 0. D
rexe
l, Su
peri
nten
dent
Con
tra
Cos
ta J
unio
r C
olle
ge D
istr
ict
Mar
tinez
, Cal
ifor
nia
E. K
Fre
twel
l, Jr
., D
ean
for
Aca
dem
ic D
evel
opm
ent
The
City
Uni
vers
ity o
f N
ew Y
ork
New
Yor
k, N
ew Y
ork
Edm
und
J. G
leaz
er, J
r., E
xecu
tive
Secr
etar
yA
mer
ican
Ass
ocia
tion
of J
unio
r C
olle
ges
Was
hing
ton,
D. C
.
Wilb
ert J
. McK
each
ie, C
hair
man
,D
epar
tmen
t of
Psyc
holo
gyU
nive
rsity
of
Mic
higa
nA
nn A
rbor
, Mic
higa
n
Lel
and
L. M
edsk
er, V
ice
Cha
irm
anC
ente
r fo
r th
e St
udy
of H
ighe
r E
duca
tion
Uni
vers
ity o
f C
alif
orni
aB
erke
ley,
Cal
ifor
nia
Lel
and
B. N
ewco
mer
, Sup
erin
tend
ent
Cla
rk C
ount
y Sc
hool
Dis
tric
tC
lark
Cou
nty,
Nev
ada
Jam
es G
. Ric
e, V
ice
Pres
iden
tS:
crhe
ns C
olle
geC
olum
bia,
Mis
coui
l
Jam
'c D
. Mac
Con
nell,
Dir
ecto
rW
e -,
rn R
egio
nal C
ente
r,E
duca
.inna
l Fac
ilitie
s L
abor
ator
ies,
Inc.
Scho
ol P
lann
ing
Lab
orat
ory
Stan
ford
Uni
vers
itySt
anfo
rd, C
alif
orni
a
.4..4
""
,a4,
t
elk
,f
7,;t0
4.?
AL
AI
't
Wha
t Fac
tors
in th
e St
udy
Env
iron
men
tar
e M
ost
Impo
rtan
t to
Stud
ents
?
Wha
t do
they
con
side
r to
be
Idea
l Stu
dy S
pace
s?
If s
igni
fica
nt e
ffor
ts a
nd h
ard-
soug
ht f
unds
are
tobe
exp
en le
d to
pro
vide
libr
arie
s an
d st
udy
spac
es,
it is
vita
l tha
t the
se f
acili
ties
prov
ide
the
stud
ent
with
a le
arni
ng e
nvir
onm
ent t
hat h
e w
ill b
oth
acce
pt a
nd u
se..
It is
the
purp
ose
of th
is r
epor
t to
give
som
egu
ides
to th
e de
sign
and
laza
tion
of s
tude
nt s
tudy
faci
litie
s. T
hese
gui
des
are
base
d up
on in
terp
reta
-tio
ns o
f ne
eds
and
pref
eren
ces
as e
xpre
ssed
by
the
stud
ents
them
selv
es.
A"
W4
'''S
k
4
INT
RO
DU
CT
ION
In 1
964
over
700
stu
dent
s at
six
Cal
ifor
nia
com
-m
unity
col
lege
s to
ok p
art i
n pr
ojec
ts c
ondu
cted
by
the
Com
mun
ity C
olle
ge P
lann
ing
Cen
ter
for
the
purp
ose
of in
vest
igat
ing
stud
ent s
tudy
hab
its.
The
col
lege
s in
the
prim
ary
stud
yB
aker
sfie
ldC
olle
ge, C
olle
ge o
f Sa
n M
ateo
, Eas
t Los
Ang
eles
Col
lege
, Lan
ey C
olle
ge in
Oak
land
, and
Yub
aC
olle
gepr
ovid
ed a
cro
ss s
ectio
n of
urb
an, s
ub-
urba
n, a
nd r
ural
cam
puse
s, s
quat
ed in
com
mun
ities
rang
ing
from
75,
000
to 3
75,0
00 in
pop
ulat
ion
and
from
300
0 to
15,
000
in to
tal e
nrol
lmen
ts. T
hesc
hool
dis
tric
ts c
once
rned
var
ied
from
52
to 8
000
squa
re m
iles
and,
with
the
exce
ptio
n of
one
colle
gew
hich
was
pri
mar
ily te
chni
cally
and
voc
atio
nally
orie
nted
, wer
e co
mpr
ehen
sive
in n
atur
e, o
ffer
ing
tran
sfer
, gen
eral
edu
catio
n, te
chni
cal-
voca
tiona
l,an
d ad
ult p
rogr
ams.
The
stu
dent
s w
ho to
ok p
art i
n th
is s
tudy
als
ore
pres
ente
d a
wid
e ra
nge
of c
hara
cter
istic
s fo
und
amon
g ju
nior
col
lege
stu
dent
s,be
ing
full
and
part
time,
sch
ool a
ge a
nd a
dult,
sin
gle
and
mar
ried
,da
y an
d ev
enin
g, tr
ansf
er a
nd te
rmin
al, e
tc.
SEC
TIO
N I
SEC
TIO
N I
I
SEC
TIO
N I
II
of th
is b
ookl
et c
once
rns
the
resp
onse
s gi
ven
byso
me
600
stud
ents
fro
m f
ive
juni
or c
olle
ges
to10
0 qu
estio
ns c
once
rnin
g st
udy
faci
litie
s -
page
9
com
pare
sth
e st
udy
habi
ts o
f th
isgr
oup
with
thos
e of
adi
ffer
ent
grou
pof
mor
e th
an 1
00 ju
nior
col
lege
stu
dent
sw
ho k
ept d
etai
led
reco
rds
of th
eir
actu
al s
tudy
pra
ctic
es -
pag
e 31
give
s su
gges
tions
for
desi
gnin
g an
d lo
catin
g st
uden
tst
udy
faci
litie
s ba
sed
upon
the
data
gat
here
d in
thes
etw
o st
udie
s an
d fi
eld
' vor
k on
the
part
of
the
staf
fof
the
Com
mun
ity C
olle
ge P
lann
ing
Cen
ter
- pa
ge 4
1
It w
ould
see
m r
easo
nabl
e to
expe
ct th
at a
ser
ious
stud
ent w
ould
wan
tea
sy a
cces
s to
his
ow
n bo
oks
and
othe
r st
udy
mat
eria
ls a
nd th
at h
e w
ould
not
wan
t a te
levi
sion
set
turn
ed o
n du
ring
his
stu
dytin
ie.
To
set t
he s
tage
for
the
char
ts th
at f
ollo
w in
Sect
ion
1, le
t us
cons
ider
the
exam
ple
of th
em
ost
extr
eme
case
s of
pos
itive
and
neg
ativ
e re
spon
ses.
..,
..
ci.
,?
_
0 z ga ,a
,.
.
.42 0 as
,
,
10
__
-__
____
__.
___
___
- __
___
__
t
_L._,
Stud
ying
vs
_ . ther
e is
eas
y
sons
)rha
t
acco
st in
pou
rle_
_ '.
boot
ta
unic
leei
rile
.an
d O
ther
stu
dy
1
..
.___
_1
Mat
eria
ls
..
awn
Stud
y*T
V r
ing
__..
__
___
_t__
_
6
Not
e: U
nles
s no
ted
othe
rwis
e, N
for
all
ques
tions
is b
etw
een
660
and
669.
It is
sig
nifi
cant
that
whi
le th
ese
two
ques
tions
elic
ited
the
extr
emes
of
posi
tive
and
nega
tive
re-
spon
se a
s ex
pect
ed,
both
exh
ibite
d fa
r le
ss th
an a
100%
res
pons
e in
eith
er th
e "e
xtre
mel
y de
sira
ble"
or "
extr
emel
y un
desi
rabl
e" c
ateg
orie
s.T
his
indi
-ca
tes
that
in s
ucce
edin
g qu
estio
ns a
res
pons
e of
50, 4
0, o
r pe
rhap
s ev
en 3
0 pe
rcen
tage
poi
nts
in a
high
ly p
ositi
ve o
r ne
gativ
e ca
tego
ry c
an b
e co
n-si
dere
d a
high
sco
re a
nd w
orth
spe
cial
atte
ntio
n.
Gra
phs
show
n fo
r th
e re
spon
ses
to m
any
of th
eot
her
ques
tions
tend
ed to
fal
l int
o th
e pa
ttern
of
the
trad
ition
al b
ell-
shap
ed c
urve
with
the
resp
onse
scl
uste
red
at o
r ne
ar th
e "n
eutr
al"
area
, Whi
le s
uch
resp
onse
pat
tern
s in
dica
te th
at m
any
or e
ven
mos
tst
uden
ts w
ere
larg
ely
unco
ncer
ned
with
the
par-
ticul
ar s
tudy
fac
ilitie
s pr
oble
m in
vest
igat
ed in
asp
ecif
ic q
uest
ion,
it w
ould
be
a m
ista
ke, a
s w
esh
all s
ee in
Sec
tion
III,
to d
ism
iss
thes
e la
rgel
yne
utra
l res
pons
es w
ithou
t fur
ther
con
side
ratio
n.7.
4661
-
I.
Oa.
i II
r
r R.
V
Afro.
-.:4:1*.Ait
.14400040.
t
i1414).
ti
A.
al,krillitudo
441.
1./.4Vgle r
:41..W
r
4
7tirA'-'1"--._1
w,,
vIv
ii. 1P:11
11-41at. I
t.
041
"AN
v..N
or;
th7.76tit
t
it I
J
'1
ti
e.
-1`
zN
..-ter
tI i
.
.
v'-
,-
I I....
......
......
......
......
......
.....
......
......
......
......
......
......
..
..
......
......
......
......
......
......
...I...
......
......
......
......
......
....
.
......
......
......
......
......
......
....
O...
......
......
......
......
......
......
....
I...
......
......
......
......
......
......
. .
I...
......
......
......
......
......
......
....
......
......
......
......
......
......
......
I...
......
......
......
......
......
......
....
I...
......
......
......
......
......
......
...
o....
......
......
......
......
......
......
....
.
o...
......
......
......
......
......
......
....
......
......
......
......
......
......
......
......
......
......
..O...
......
......
......
......
....
......
......
......
......
....
o...
......
......
......
......
...o...
......
......
......
......
...
......
......
......
......
.....
......
......
......
......
....
1...
......
......
......
......
.I...
......
......
......
......
...o...
......
......
......
......
...o...
......
......
......
......
...o...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....
......
......
......
......
°...
......
......
......
......
......
....
......
......
......
......
....
......
......
......
......
......
.
oill.
.....
......
......
......
......
......
...
......
......
.: ....
......
..
0,41
. ....
......
......
......
......
......
......
......
......
..
......
......
......
.......
...
so.
1
......
......
......
......
....
Co
..40
Co z 0 co ral
30
01u,
*4
44
rerrI
, I,
.4,
1.
.. .
'
Ie .0
q0)#
.....
'..t
o-
:.0
nel
yex
t
t
0;
lSu
dyng
aoie
100.
...
I 1
very
som
hat
desi
rele
ptud
ying
wi0
i 2 o
r 3
othe
ripe
rson
sal
so tu
dyin
g_O
tudy
ing
wits
abo
ut 7
oth
r p
erso
ns a
lso
stud
ying
rAud
ying
wits
abo
ut 2
0 ot
her
pers
ons
also
stu
dyin
g--
-- S
tudy
ing
wit
mor
e th
an31
00ot
her
pers
pns
also
stu
dyin
g
neut
ral
sorf
lha
tve
ry
unde
sirk
ible
4-*
ext
ely
is
,,,,1
0,".
MN
.
a:
4.11
1,0*
No
PRIV
AC
Y v
s IS
OL
AT
ION
The
stu
dent
s se
emed
to f
eel t
hat t
here
is a
dif
fer-
ence
bet
wee
n st
udyi
ng "
alon
e" a
nd s
tudy
ing
"in
com
plet
e pr
ivac
y."
As
can
be s
een
from
the
char
t,m
ore
stud
ents
res
pond
ed in
the
"ext
rem
ely
desi
r-ab
le"
and
"ver
y de
sira
ble"
cat
egor
ies
for
stud
ying
alon
e th
an f
or s
tudy
ing
with
com
plet
e pr
ivac
y,th
us e
xpre
ssin
g a
pref
eren
ce f
or th
e fo
rmer
. Al-
thou
gh th
is d
iffe
renc
e is
not
dra
mat
ical
ly la
rge,
itis
, nev
erth
eles
s, n
otic
eabl
e, a
nd in
Sec
tion
III
we
will
hav
e m
ore
to s
ay a
bout
this
dif
fere
nce.
12
.
_.
,
1 1. I I
.
.
8
, I
I
.
t i1
.
r
......
......
.
,
I
1
, '
I 4.--
. ,
-..
I
. .
i
..
. .
I r
-1.
.
.
1 I
I
I
I
a,
:..
:
a
,
f
..-...
...--
.4.
I
l 1'
'1-
.
....-
I
1--
. 8
C4
,
....-
......
1.--
.4
,
r
,I;
I
4...-
+
1
1'
1 t1
i
I I-
.I
' i
.i
_1 .
..
;-1
:'
*
I'
:
..
''''t
-4-
-...-
..
-
,.
I'- . 1 I
..
' tt 7
- -
I
. -__
.
.
.._
1i I
a ,
..
. 'i
1
1
.
-1
41.
..
'1 I
.4
1 -I i
1
ItI
..- t
.- -
-.-
-
,-.4
-
1i
4,
- -1
i:
- -
11
- 1
tt
..
.
--
1.
4_ .-
_.
i 4...
.f-
i.
...
.
I
,
' H
.
,
1
1
.
-r: 1
-'--'
...,
!
f..
1
---
i---
-4
- 1
.7
I
.1 - t :
-
t
- -
1
'
. , 1
I1 t I
I
1
.
.
.
I 1Ii
1
-- -
- -
--'--
..-
-.--
---
r---
-I
,'
-, -
,---
----
I-4
,4.
11
-1 -1. -
..-...
......
..--
1,
-1.
- 4
;
-,--
..._
.
a
II
.- -
--'4
1/L
--4-
-10-
,
.
I 1
I1
r 1
r-.
-
i I
t,t
t
,,
'
tr
1 t'
} I i-4
--
t
ii
'.-
--
.
..
1
-4.-
--
4
----
-1
-4...
.. 4
.
1'
*
4
t1
1-i.
...._
1
,
-
a
1
.
-4..
---,
......
.....-
...-
I
.
1
,
i tf
1 4
-
.
%.
..-...
--.-
-,
_ .
.....
4---
--r-
---
. 41
eXtr
eine
lY.
;..
SOni
elar
hat
i
1
..
desl
rabl
ene
utm
lgo
at ;
at 1
,v
extr
emel
y.
i i
..._.
___
__...
....
._
.-
'--
._
_ ,
...un
,$
. esi
rabi
e,
....
i---
-me
StU
dyin
g ak
,_
,
.
.
.,
_
.,....
. stu
dyin
g w
ith c
ompl
ete
p4va
cy,
..
.
13_
.
.
.
Met
M.
tItitt
qi r
PRIV
AC
Y F
OR
TH
E G
RO
UP
Whi
le th
e st
uden
ts e
xpre
ssed
a d
ecid
ed p
refe
renc
efo
r st
udyi
ng a
lone
rat
her
than
in th
e pr
esen
ce o
fot
her
stud
ents
, the
y al
so e
xpre
ssed
an
alm
ost
equa
lly s
tron
g de
sire
to h
ave
smal
l sou
nd-p
rcro
oms
avai
labl
e fo
r gr
oup
stud
y. I
n fa
ct, t
he d
esir
efo
r su
ch g
roup
stu
dy a
reas
was
so
pron
ounc
edth
at 7
5% o
f th
e st
uden
ts' r
espo
nses
fel
l with
in th
e"d
esir
able
" ca
tego
ries
, whi
le o
nly
5% o
f th
eir
resp
onse
s w
ere
in th
e "u
ndes
irab
le"
rang
e.
14
AI
."P
-vaNalagliggligli°1111111_
4i0044ip
Ader-12.11;-
scArk.;
r
r
Ii
.11111111111
44.
e
,
I. r
Nr{r.
It4
45.
-1E
;4'
r,.1;94
4.'4
...10
11*
'r
`
I
PLA
IN O
R F
AN
CY
?
Whe
n st
udy
spac
e is
pla
nned
, how
muc
hm
oney
and
effo
rt s
houl
d go
tow
ards
spe
cial
dec
or?
Not
agr
eat d
eal,
it w
ould
see
m.
In te
rms
of c
omfo
rt,
a fe
w s
tude
nts
favo
red
soft
chai
rs o
ver
hard
, and
som
e pr
efer
red
stud
y ar
eas
in w
hich
they
cou
ld r
emov
e th
eir
shoe
s an
d pu
tth
eir
feet
on
the
desk
s.
But
the
maj
ority
cle
arly
pre
ferr
eda
desk
and
chai
r ar
rang
emen
t for
stu
dyin
g an
d th
ey e
xpre
ssed
a m
arke
d av
ersi
on to
hav
ing
recr
eatio
nal f
acili
ties,
area
s fo
r re
laxa
tion,
sna
ck b
ars,
tele
phon
es, a
ndth
eir
frie
nds
near
them
whi
le th
ey s
tudi
ed.
And
whi
le th
ey w
ere
not o
verl
y co
ncer
ned
as to
whe
ther
thei
r st
udy
area
sho
uld
be e
labo
rate
orpl
ain,
they
tend
ed, a
s th
e ch
art s
how
s, to
cho
ose
the
latte
r.
16
it
Nin
a ao
-
I
44
1
i
.1
41
.
,-
-r
t;
I
-t
;
'
,,
,
1'
_
1I
1-
'I
-1'
-
I
.,
I.
.
rI
i-
;'
..-
.---
..
1
I,
1f
--I
1I
,I
It
1'
I'
,I
I-
1- -
I,
,1
-
1'-
I1.
7,
1
*""1
---4
-
- 4
--
I-
I,
-r
e
4.
7'
1
-- t* 1
r
t;
.,
1-
-
-1
11
;-4
---
-;-
-t-
--
4
-1
--1
It
--t-
-1--
-11
I- t-
---r
-:
4- -
i*
1- 1
- -
.-,
,t -
; -T
.r
1--
-.
,,_
__._
,__-
-_.1
..._
4 -
--
i'
*i
',
- --
-i--
4,..
----
-. 4
-7'
- -
...
1
i*
''
- i-
----
4--i
- --
-*--
4i-
- -t
--
:'-
-',-4
--'
,
1;,
..--
----
--i-
L-
-i -
--t-
- -1
'1
i.
1
;,
t1
4 -
4
;
1
,1 t
-1r
extr
emel
yve
try
som
e!w
hat
*
neut
ral
:so
n)1)
0!
4des
ira6
1e.
_unk
lesi
tabl
e
L.u
dyin
g in
a p
lace
Ivi
th e
labo
rate
inte
itior
deco
ratio
ti(u
phol
ster
4 fu
ri*u
re;
-4,
- -
---
,fa
in-t
frig
s-T
-Eir
t -ob
jeet
t;tht
iper
ies,
pla
ni--
4,6d
-c-O
lois
; -W
07--
----
---
---
m--
'Stu
dyin
g in
ti p
lace
with
pla
in, o
ffic
e-lik
inte
rior
i1
,1
,
i
!,
1
4-'
17 H
.,-
-
e*t
'-
e y
i.
4 -
-
i-,..
.-.
I.1
't
1 -
.
,,
1.
rr
- ;
---
---
I -
1--
f---
-1--
f --
T-4
- --
4;
,1
r
I
- .,-
t,t.-
----
. -
1-4
-1-
i-.
--,-
--.-
1--1
---4
--
-I-
,1
'
f
f*
L
4--
0111
1LA
WA
-4--
-,
SIN
.110
e7-'
HO
WH
OW
LA
RG
E A
ST
UD
Y A
RE
A?
As
mig
ht b
e ex
pect
ed, t
he s
tude
nts
gene
rally
ex-
pres
sed
a pr
efer
ence
for
sm
all a
s ag
ains
t lar
gest
udy
area
s. B
ut in
ligh
t of
the
curr
ent t
rend
aw
ayfr
om th
e la
rge
read
ing
room
, it s
eem
s su
rpri
sing
that
this
pre
fere
nce
was
not
mor
e st
rong
ly e
x-pr
esse
d.
Not
e th
at in
the
acco
mpa
nyin
g ch
art t
he p
refe
r-en
ces
show
n fo
r st
udy
spac
esof
var
ious
siz
es d
ono
t app
ear
as a
tren
d of
incr
easi
ngst
uden
t pre
fer-
ence
fro
m la
rge
tosm
all.
In f
act,
in th
e "v
ery
de-
sira
ble"
and
"so
mew
hat d
esir
able
" ca
tego
ries
mor
est
uden
ts e
xpre
ssed
a p
refe
renc
e fo
r m
oder
atel
yla
rge
stud
y ro
oms
than
for
sm
all s
tudy
are
as.
Bec
ause
of
the
curr
ent i
nter
est i
n st
udy
carr
els
amon
g co
llege
plan
ners
this
que
stio
n w
as g
iven
part
icul
ar s
tudy
and
is d
iscu
ssed
in S
ectio
n II
I.
18
a 4-
-
op
.1!
- P
-.
1 1
-0
Xi
_±.
I1
tI
I "
. e.
+.
.
;
1
;'
2.1
I
-a. _
If
I!
t
;I
'-;
-
-I.
a
;!
1 !t
II
I
ft
!
I_
I;
14:
.4t
3 S. ,--
- 2
4-
-
O.*
,
1 1
.41
1
,
Ii
t1
1T
4
1
'fl
a:"
"IV
1
1
r-
9-
-
.
'
,
Ifr ft
,
_4
-. .
.... .
.
%-I
-
I'
I!
sI
'
44
; I. I ;
ss
%
eatr
eine
hi,
t_
-V
..
som
ewha
tne
ral
som
ervh
atve
ryex
trem
ely
_
desi
ral3
le__
_...
.i.
_.
.
u_nI
ctes
itabi
e,7
)b.'
i,
-
Win
` g
rooi
n in
libr
ary,
din
ing
hall,
oi a
udito
rium
tudy
bag
inve
ry la
rge
sOac
e, e
.g.,
dym
g m
ni d
eie1
yIe
spac
e, e
I on
e th
e si
zef
a sm
all c
Iasr
oom
or
livin
g ro
oM
tUdy
ing
in4n
aii s
Oac
e,on
e th
e si
ze o
f sm
all b
e4ro
om O
r ca
rt(c
ubic
le w
ith d
esk
and
lr)k
shel
fy4
I
3
4II
St
,i
DO
YO
U W
AN
T T
O S
TU
DY
IN
A C
AR
RE
L ?
Whi
le th
ere
was
a tr
end
tow
ard
the
"des
irab
le"
asop
pose
d to
the
"und
esir
able
" ca
tego
ries
in th
est
uden
ts' r
espo
nses
to th
is q
uest
ion,
this
tren
d w
asce
rtai
nly
not p
rono
unce
d.
Four
of
the
juni
or c
olle
ges
cove
red
by th
is s
tudy
had
no c
arre
l spa
ce, w
hile
the
fift
h ha
d an
equ
iv-
alen
t of
one
carr
el s
pace
for
eac
h 37
5 st
uden
ts.
Whi
le th
e st
uden
ts a
t the
latte
r co
llege
cou
ldha
rdly
hav
e do
ne m
uch
of th
eir
stud
ying
in a
carr
el, t
heir
res
pons
es w
ere
plot
ted
sepa
rate
ly, f
orco
mpa
rativ
e pu
rpos
es, f
rom
thos
e w
ho h
ad h
adno
acc
ess
toca
rrel
s. T
he r
esul
ts (
oppo
site
pag
e)ar
e qu
h.e
sim
ilar
for
the
two
grou
ps a
nd d
o no
tsh
ow a
hea
vy p
ositi
ve r
espo
nse
for
eith
er g
roup
.
For
addi
tiona
l pur
pose
s of
com
pari
son,
the
re-
spon
ses
conc
erni
ng th
ede
sira
bilit
y of
stu
dyin
g on
cam
pus
are
also
show
n. A
s m
ay b
e se
en, t
here
seem
s to
be
anu
mbe
r of
stu
dent
s w
ho f
ind
it de
-si
rabl
e to
stu
dy o
n ca
mpu
s, b
ut n
ot in
a p
riva
teca
rrel
. Car
rels
will
be
disc
usse
d fu
rthe
r in
Sec
-tio
n II
I.
20
r
;
i
, e e
;
extr
emel
yve
ryso
mel
tat
neut
ral
4E--
des
irab
le
iso
mcl
wha
tve
ry
unde
sira
ble
-1-4
.,
..i.
, 4
ext =
mel
y
Wor
king
in &
priv
ate
carr
el (
a cu
bicl
e w
th d
esk
and
book
shel
f) in
the
libra
ry'-
264
stud
ents
on
&ca
mpu
s w
ithso
me
Bar
rel s
pace
4--i
-m,
405
stud
ents
on
cam
puse
s w
ithou
t car
rel s
pace
Stud
ying
on
cam
pus
r
~N
.
4S
iW
.V
'4.
w
rolil
em.
SMO
KIN
G
Judg
ing
from
the
resp
onse
s to
the
firs
t tw
o qu
es-
tions
on
smok
ing
(opp
osite
pag
e), i
t wou
ld a
ppea
rth
at w
hile
man
y st
uden
ts a
re u
ncon
cern
ed w
ithsm
okin
g, th
ere
are
a nu
mbe
r w
ho h
ave
a st
rong
desi
re to
sm
oke
whi
le s
tudy
ing
and
an a
lmos
teq
ual n
umbe
r w
ho d
o no
t wan
t sm
okin
g pe
rmitt
ed.
(All
thre
e of
thes
e st
uden
t pre
fere
nce
grou
ps a
reev
iden
t in
the
acco
mpa
nyin
g ch
art.
Not
e th
e up
-tu
rn a
t eac
h en
d an
d at
the
mid
dle
in r
espo
nse
toth
e fi
rst t
wo
ques
tions
.)
The
re s
eem
s to
be
no d
oubt
abo
ut th
e st
uden
ts'
opin
ion
of to
bacc
o sm
oke
in th
e ai
r. R
espo
nses
toth
is q
uest
ion
on th
e pa
rt o
f sm
oker
s an
d no
n-sm
oker
s al
ike
rang
ed f
rom
neu
tral
to s
tron
gly
nega
tive.
Evi
dent
ly, t
he id
eal s
tudy
are
a w
ould
not
onl
ypr
ovid
e se
para
te a
reas
for
sm
oker
s an
d no
nsm
oker
s;it
wou
ld a
lso
inco
rpor
ate
an a
dequ
ate
vent
ilatio
nsy
stem
thro
ugho
ut.
22
- -
. . .
. r. .
- .
4 .-
- . .
. -
. . _
-!
,.
-4
kr,
f!
!
1
'....
,-r
11
't
*we
......
.. .
.. . t.
I
extr
emel
yso
mew
hat
neut
tal
dies
irib
le_
.
tudy
iig in
are
a W
here
sm
okin
g s
perm
issi
ble
tudy
ing
in a
rea
Wle
re s
mok
ing
ip p
rohi
bite
dtU
dyin
g w
ith to
bacc
o, s
mok
e in
he
air
r
-12
ocir
*uw
. v"
itrel
anel
y
1
1,
.
4
i
I
1 a [
A..
4W
.fo
g;..
i '
i
1111
0
4
1
NO
ISE
A n
umbe
r of
que
stio
ns d
ealt
with
extr
aneo
usso
unds
whi
ch m
ight
con
fron
t the
stu
dyin
gst
uden
t(a
utos
, bac
kgro
und
nois
es, p
hono
grap
hs, e
tc.)
.N
ot s
urpr
isin
gly,
ther
ew
as a
str
ong
tend
ency
tora
te a
ll ex
tran
eous
sou
nds
as u
ndes
irab
le.
Thr
ee q
uest
ions
(op
posi
te p
age)
conc
erni
ng th
eno
ise
fact
or w
ere
of s
peci
al in
tere
st s
ince
they
repr
esen
ted
"lib
rary
" no
ises
whi
char
e ei
ther
in-
freq
uent
ly h
eard
or g
ener
ally
sof
ter
than
thos
em
entio
ned
abov
e. T
he s
tude
nts,
how
ever
,re
-sp
onde
d to
the.
.,e w
ith p
ract
ical
ly th
esa
me
degr
eeof
neg
ativ
e em
phas
is th
ey a
ssig
ned
to h
arsh
er o
rm
ore
cons
tant
sou
nds.
The
res
pons
es to
all
thre
e of
the
ques
tions
on
the
Ail
page
opp
osite
wou
ld s
eem
to p
oint
mos
t def
inite
lyto
war
d so
und-
dead
enin
g eq
uipm
ent s
uch
as c
ar-
petin
g an
d ac
oust
ical
cei
lings
, whi
le th
e la
tter t
wo
ma
wou
ld in
dica
te th
at th
e "S
ilenc
e"si
gns
in th
elib
rary
sho
uld
be s
tric
tly e
nfor
ced.
G24
1
-.
.i
,
......
....-
--.
-
,
t
--4
--.-
- 4
--
I
.
i L-.
I
1
.
I
i
II
1 I-
1t
-,
-
,
-4
-4
,
OD ril
(to
,
I
.
.,
4---
I44
-4,
1
1
, I 1
,
-..
.
,
!.
----
f -
-.-
-
II;
---4
-...
......
.
,--.
....-
-.,_
.,...
,.
:- 1
,..
.....
!4
'
I
l'f
I 1i
I*
' .
.
,
7
1
, 1.
1
,
-,
"1
1
''
'.
+--
---
,- -
; -1
-- -
----
i---
t--
flf
,,
I -
rl:"
'
-r,-
-
-i-
'-"-
--
-;.-
---
tt,
--F-
-' -
--'-
--
- _.
--
I
FAt-
304-
,
....-
,
II
.I
-+
1
41
-,...
.
1i '
1
f
I
v
I,
1t
t
.i
i1
--.-
'
-
t.---
.
'-
*
......
---4
t
.
_
:w
ok ..
.","
4-"'
"6"
it
i'
'
1'
,i
1.
.
_.
' ;14 I
.A
I
-..-
i.
- -
-a -
.
.
) r
1, I' 1 1,
Ii
r.-
-!
!
. I-4
.---
.-.
...
. _ _
.-
11
__1
,
I1
..
.
.
__.,.
.--1
---
--,
I "7-7
---
-i--
---1
---
.It
- -
-'.1
i.
--i f I
'
---,
1
'
,
,
11 /
.
t
----
--
--7 .
i - 1- -
...
: t_.
.- ,,
,-,
-t-
.-'..
.
+ ,
It
'
I
I
.10
Y ;
ii
.t'1
;
.
..
r
1
1
,I
1
', '
1 ,
.
--,
.,1
I-,
I--
t,
.
..
i
,
1
extv
__-.
.1I
ely
vary
,1
som
ewla
tne
vtra
l,
4F''''
''' ei
.
.so
na;
- b4
4,.
.'es
itabl
e.,
;,
chan
3,
I
-.
.,
filE
II
;O
xt' .
ely
.L
.
,
...._
._+
_
, ,
gof
t4ile
tS,e
lk..
_.,
..
_
__,_
-_-.
..-.
.es
: rab
le,
soun
dfo
ots
.
...un
udyi
ng w
ith o
ccas
iona
lof
,
ps, C
oil
scra
ping
Stud
ying
43un
clta
lkin
g in
I 1,
,.
i
._
,
......
-
.._
._
..
wits
occ
asio
nal
of o
ther
s'1.
,
Stud
ying
with
occ
asio
nal s
ound
of
othe
rs'
_.
udy
area
,_i
!
whi
sper
ing
Stu
area
,
I
AC
CE
SSIB
ILIT
Y T
O E
DU
CA
TIO
NA
L A
CT
IVIT
IES
AN
D A
IDS
As
indi
cate
d ea
rlie
r, s
tude
nts
gene
rally
pre
ferr
edto
stu
dy a
way
fro
m s
nack
bar
s, r
ecre
atio
n ar
eas,
tele
phon
es, e
tc. A
num
ber
of o
ther
que
stio
ns in
the
stud
y de
alt w
ith w
heth
eror
not
var
ious
edu
-ca
tiona
l act
iviti
es a
nd a
ids
ough
t to
be lo
cate
dne
ar s
tudy
are
as.
Alth
ough
ther
e w
as a
slig
ht te
nden
cy f
or th
e st
u-de
nts
to c
hoos
e th
e "d
esir
able
" ca
tego
ries
reg
ardi
ngqu
estio
ns tw
o, f
ive,
and
sev
en o
n th
e op
posi
te p
age,
the
resp
onse
s to
all
eigh
t of
thes
e qu
estio
ns g
en-
eral
ly e
xhib
ited
the
bell-
shap
edcu
rve
patte
rnin
dica
ting
gene
ral l
ack
of in
tere
st o
rco
ncer
n on
the
stud
ents
' par
t.
26
1.St
udyi
ng in
or
near
the
peri
odic
al s
ectio
nof
the
libra
ry
2.St
udyi
ng in
or
near
the
rese
rve
book
sec
tion
of th
e lib
rary
3.St
udyi
ng a
mon
g th
e op
en s
tack
s in
the
libra
ry
4.St
udyi
ng in
a s
pace
con
veni
ent t
o th
e vi
sual
(fi
lm, d
ispl
ays,
pict
ures
, mod
els,
etc
.)m
ater
ials
sec
tion
of th
e lib
rary
5.St
udyi
ng in
a s
pace
con
veni
ent t
o th
e au
dio
(tap
es, r
ecor
ds)
mat
eria
ls s
ectio
n of
the
libra
ry
6.St
udyi
ng w
here
ther
e is
eas
y ac
cess
to la
bora
tory
and
sho
ps
7.St
udyi
ng in
a li
brar
y w
ith o
pen
stac
ks
8.St
udyi
ng in
a li
brar
y w
ith c
lose
d st
acks
27
NE
AR
WH
AT
?
The
re w
ere
thre
e qu
estio
ns c
once
rned
with
"ac
ces-
sibi
lity"
whi
ch e
licite
d ve
ry p
ositi
ve r
espo
nses
.T
he r
esul
ts, w
hich
are
sho
wn
on th
e op
posi
tepa
ge,
dese
rve
som
e qu
alif
icat
ion.
1. A
cces
s to
type
wri
ters
Whi
le th
e st
uden
ts e
xpre
ssed
ast
rong
desi
re to
have
type
wri
ters
ava
ilabl
e (t
here
wer
eve
ryfe
w
colle
ge-o
wne
d ty
pew
rite
rs, o
r ty
ping
spa
ces
atth
e co
llege
s st
udie
d), t
hey
also
wan
ted
the
type
-w
rite
rs lo
cate
d in
res
tric
ted
area
s so
that
they
wou
ld n
ot in
terf
ere
with
qui
et s
tudy
.
2. S
tudy
ing
whe
re th
ere
is e
asy
acce
ss to
inst
ruct
ors
in o
ne's
maj
or f
ield
.
3. S
tudy
ing
whe
re th
ere
isea
sy a
cces
sto
spe
cial
equi
pmen
t (e.
g., d
raft
ing
equi
pmen
t,m
usic
al in
-st
rum
ents
, art
sup
plie
s, e
tc.)
.
Cle
arly
, stu
dent
s ge
nera
lly w
ant c
onta
ct w
ithth
eir
inst
ruct
ors
and
pref
er to
stu
dy in
the
fam
iliar
sur
roun
ding
s of
thei
r "h
ome-
base
"cl
assr
oom
s, la
bs, p
ract
ice
room
s, e
tc. T
here
seem
s to
be
acl
ear
impl
icat
ion
that
stu
dysp
ace
shou
ld n
ot b
e co
ncen
trat
ed e
ntir
ely
in th
e lib
rary
but s
houl
d be
ava
ilabl
e th
roug
hout
cam
pus.
28
1
'IttipagnN
o tellicidtt! ps Wiw
i:4141m w
alstuu1
$i0*s ol sszoopt? 4stre s! e0t14.alO
witt _gtqA
prti.I.
aniptitfr4
ss433y Asia st ate
attqm O
titAptil,
---i-p144liaciA
l u of Wi33311
S4139s! 44t14 alSim
J144114:-"4m
";
i.
4...._pig-vit.-0v --I.
.1
!1
Pig0109
eqalza
4
r-
.1i
A.
r
."4".1
g NEI ft..
I
If
4
WH
ER
E D
O Y
OU
ST
UD
Y N
OW
?
In a
dditi
on to
the
ques
tions
dea
ling
with
thei
r
stud
y pr
efer
ence
s,th
e st
uden
ts w
ere
aske
d th
ese
two
ques
tions
:
1.W
here
do
you
do m
ost o
f yo
ur s
tudy
ing
now
?
2.W
hy d
o yo
u st
udy
ther
e ra
ther
than
som
ewhe
re e
lse?
The
resp
onse
sto
the
firs
t que
stio
n ar
esh
own
onth
e op
posi
te p
age
and
to th
e se
cond
on
page
34.
32
PRIM
AR
Y S
TU
DY
LO
CA
TIO
NN
UM
BE
R O
F1
PER
CE
NT
AG
ER
ESP
ON
SES
'O
F R
ESP
ON
SES
Hom
e
Col
lege
libr
ary
Cla
ssro
om a
nd/o
rca
mpu
s
Car
Oth
er
......
.000
11
33
448 54 20 3 30
80.7
/9.
7
3.6
0.5
5.4
CO
ND
ITIO
N O
R D
EC
IDIN
G F
AC
TO
RN
UM
BE
R O
FR
ESP
ON
SES
PER
CE
NT
AG
EO
F R
ESP
ON
SES
Qui
etA
cces
s to
edu
catio
nal a
ids
Alo
neC
onve
nien
tL
ight
ing
Furn
ishi
ngs,
gen
eral
Lar
ge w
ritin
g su
rfac
eB
est p
lace
ava
ilabl
eC
omfo
rtab
leR
elax
ing
Ref
resh
men
tsPe
rson
al n
eeds
/obj
ects
Soft
cha
irW
ith o
ther
sSo
ft m
usic
Tem
pera
ture
Stud
y at
mos
pher
eA
ble
to s
mok
eH
ard
chai
rW
indo
wB
ackg
roun
d no
ise
Smal
l roo
mL
arge
roo
mR
ecre
atio
nT
elev
isio
nW
all c
olor
ing
Faci
ng H
ank
wal
l
34
208
143
138
102
86 80 65 49 47 43 36 35 28 26 26 25 25 21 13 13 12 8 6 1 1 1 1
16.8
11.5
11.1 8.2
6.9
6.5
5.2
4.0
3.8
3.5
2.9
2.8
2.3
2.1
2.1
2.0
2.0
1.7
1.0
1.0
1.0
0.6
0.5
0.1
0.1
0.1
0.1
WH
Y D
O Y
OU
ST
UD
Y T
HE
RE
?
The
leng
th a
nd c
ompo
sitio
n of
the
answ
ers
to th
ese
cond
que
stio
n in
dica
tea
fact
or n
ot r
eadi
lyap
pare
nt f
rom
ear
lier
ques
tions
the
grea
t var
iety
of c
ondi
tions
whi
ch s
tude
nts
find
des
irab
le f
orst
udyi
ng. N
otic
e th
at e
ven
the
high
est r
anki
ngite
m, "
Qui
et,"
rec
eive
d on
ly 1
6.8%
of
the
tota
lre
spon
ses
and
that
som
e of
the
item
s ar
e in
dis
-ag
reem
ent.
Thi
s do
es n
ot m
ean
that
the
data
are
unre
liabl
e, r
athe
r it
defi
nite
ly s
ugge
sts
that
stu
-de
nts
diff
er in
thei
r op
inio
ns o
f w
hat c
onst
itute
sde
sira
ble
qual
ities
in a
stu
dy e
nvir
onm
ent.
The
impl
icat
ion
is a
lso
clea
r th
at in
ord
er to
pro-
vide
the
optim
um in
stu
dy e
nvir
onm
ents
, pla
nner
ssh
ould
thin
k in
term
s of
var
iety
of
stud
ysp
ace
size
s, lo
catio
n, f
urni
shin
gs, l
ight
ing,
win
dow
pla
ce-
men
t, pr
oxim
ity to
oth
er c
ampu
s fa
cilit
ies,
etc
.
No*
Asu
ollit
;,4
1400
*
kh,
Ow
Rt.r
IP ..,
1
TH
E S
TU
DY
LO
G
1
To
supp
lem
ent t
here
spon
ses
to q
uest
ions
ask
edin
the
stud
y, 1
16 a
dditi
onal
stu
dent
s at
a ju
nior
colle
ge n
ot p
revi
ousl
y st
udie
d w
ere
aske
d to
kee
pa
care
ful l
ogof
thei
r st
udy
and
nons
tudy
act
ivi-
ties
for
an e
ntir
e w
eek.
Not
e th
at a
lthou
ghth
ere
are
som
e ch
ange
s in
the
indi
vidu
al p
erce
ntag
es,
ther
e is
a b
asic
sim
ilari
ty b
etw
een
the
two
grou
ps.
PRIM
AR
Y S
TU
DY
LO
CA
TIO
NPE
RC
EN
TA
GE
OF
RE
SPO
NSE
S
STU
DE
NT
S IN
STU
DE
NT
S IN
FIR
ST S
TU
DY
SEC
ON
D S
TU
DY
Hom
e80
.7
Col
lege
libr
ary
9.7
Cla
ssro
om a
nd/o
rca
mpu
s3.
6
Car
0.5
Oth
er5.
4
137
72.6
10.6 7.1
6.2
3.5
I' 0
The
res
pons
es b
y th
e 11
6 st
uden
ts w
ho k
ept t
ime
logs
to th
e qu
estio
n "W
hy d
o yo
u st
udy
ther
era
ther
than
som
ewhe
re e
lse?
" ar
e ar
raye
d on
the
faci
ng p
age.
The
se s
tude
nts
cam
e fr
om a
dif
fere
nt c
ampu
sth
an th
ose
in th
e fi
rst s
tudy
and
wer
e pr
esum
ably
mor
e aw
are
of th
eir
own
stud
y ha
bits
and
pre
fer-
ence
s af
ter
keep
ing
a st
udy
log
for
one
wea
k. I
t is
nota
ble,
ther
efor
e, th
at th
eir
resp
onse
s ar
e qu
itesi
mila
r in
var
iety
and
pla
cem
ent o
f ite
ms
to th
ose
of th
e st
uden
ts in
the
firs
t stu
dy (
see
page
34)
.N
atur
ally
, sin
ce th
ere
wer
e fi
ve ti
mes
as
man
yst
uden
ts in
the
firs
t stu
dy, i
t is
reas
onab
le th
at th
eyw
ould
giv
e a
grea
ter
vari
ety
of r
espo
nses
and
that
the
plac
emen
t of
spec
ific
item
s m
ight
var
y. B
utth
e ba
sic
impo
rtan
ce o
f va
riet
y in
stu
dy f
acili
ties
is n
ever
thel
ess
supp
orte
d by
the
resp
onse
s of
this
seco
nd g
roup
of
stud
ents
.
38
CO
ND
ITIO
N O
R D
EC
IDIN
G F
AC
TO
RN
UM
BE
R O
FR
ESP
ON
SES
PER
CE
NT
AG
EO
F R
ESP
ON
SES
Qui
et
Alo
ne
Furn
ishi
ngs
Bac
kgro
und
mus
ic
Con
veni
ence
Pers
onal
nee
ds/o
bjec
ts
Edu
catio
nal a
ids
Lig
htin
g
Con
ditio
n of
air
With
oth
ers
Act
iviti
es o
f ot
hers
Size
of
room
Spec
ializ
ed s
tudy
spa
ce
39
73 47 35 22 21 17 16 12 8 5 4 2 2
27.7
17.8
13.3 8.3
8.0
q4
u.1
4.5
3.0
1.9
1.5
0.8
0.3
,,t,4
,41.
,7,,,
...,,,
,m14
4wm
omm
enut
em,w
5,3.
m",
,,.47
ffyi
fici
trar
rim
imar
swtr
WA
IMIK
AM
MA
IRM
INIP
PAR
IMIN
OM
INIM
INF
Mow
-1-p
9.4
Ur
III mouD
as
/
r
STU
DY
SPA
CE
VA
RIA
TIO
N
'fir
;41
L I
W
It is
hig
hly
desi
rabl
e th
at th
ere
be v
arie
ty in
the
type
s an
d pl
acem
ent o
f st
udy
spac
es o
n ca
mpu
s.St
uden
ts d
o no
t res
pond
all
with
one
voic
e bu
tra
ther
as
indi
vidu
als
with
dif
feri
ng b
elie
fs a
nd d
e-si
res.
Eve
n w
hen
stud
ent r
espo
nses
tend
ed to
war
dth
e ne
utra
l or
"don
't ca
re"
area
s, s
ome
stud
ents
still
res
pond
ed in
the
high
ly n
egat
ive
cate
gori
esfo
r hi
ghly
pos
itive
que
stio
ns a
nd v
ice
vers
a. T
his
indi
cate
s th
at w
hile
a c
olle
ge p
lann
er s
houl
d no
ttr
y to
tailo
r st
udy
faci
litie
s to
eac
h st
uden
t's p
ass-
ing
fanc
y, h
e w
ould
do
wel
l to
cons
ider
a va
riet
yof
stu
dy s
pace
siz
es, t
ypes
of
furn
ishi
ngs,
loca
tions
,et
c. R
athe
r th
an m
erel
y ca
teri
ng to
stu
dent
whi
ms,
such
pla
nnin
g w
ould
take
pra
ctic
al a
ccou
nt o
fm
ajor
dif
fere
nces
in s
tude
nt in
tere
sts
and
abili
ties.
42
tf'r#
,t,oo
d,4
,
:0,:.
.+,2
'
i 1 fo
''*
..A4
4,''
''''.%
'.."
'416
$R
..''''
;:'4
A44
4.;
r,,
,%iti
.,,,
i
101:
1100
#
44
Som
e st
udy
area
s, f
or e
xam
ple,
mig
ht b
eeq
uipp
edw
ith d
esks
and
str
aigh
t bac
ked
chai
rs,
whi
le o
ther
sm
ight
hav
em
ore
info
rmal
, lou
ngin
g fu
rnitu
re.
A r
elat
ivel
y la
rge
stud
y ha
ll m
ight
be
reta
ined
as
one
way
to a
ccom
mod
ate
a la
rge
num
ber
ofst
u-de
nts
econ
omic
ally
and
it m
ight
logi
cally
be
aug-
men
ted
by a
num
ber
of in
divi
dual
and
smal
l gro
upst
udy
area
s. S
imila
rly,
it w
ould
be
desi
rabl
e to
hav
eso
me
area
s in
whi
ch s
mok
ing
wou
ld b
e st
rict
lypr
ohib
ited
and
othe
r (w
ell v
entil
ated
)sp
aces
inw
hich
sm
okin
g w
ould
be
allo
wed
.
Fina
lly,
we
have
not
ed th
at s
ome
stud
ents
pre
fer
to s
tudy
"al
one"
but
not
nec
essa
rily
"in
com
plet
epr
ivac
y."
Whi
le f
urth
er s
tudy
fro
ma
psyc
holo
gi-
cal o
r so
ciol
ogic
al s
tand
poin
tm
ay s
hed
mor
e lig
hton
this
phe
nom
enon
, it i
s cl
ear
that
pla
nner
ssh
ould
take
it in
toac
coun
t in
desi
gnin
g st
udy
faci
litie
s.
.ot
1111
1611
1111
S
STU
DY
SPA
CE
LO
CA
TIO
N
4411
0110
+m
oo
Tw
o fa
ctor
s em
erge
und
er th
is h
eadi
ngth
epr
oxim
ity o
f st
udy
spac
es to
oth
er f
acili
ties
and
the
loca
tion
of s
tudy
are
as o
n th
e ca
mpu
s.
As
to th
e fi
rst p
oint
, the
stu
dent
s in
this
stu
dy d
idno
t wis
h to
stu
dy in
the
imm
edia
te v
icin
ity o
fsn
ack
bars
, tel
epho
nes,
or
thei
r fr
iend
s; in
sho
rt,
they
wis
hed
to r
estr
ict s
tudy
are
as to
stu
dyin
g an
dto
exc
lude
soc
ializ
ing,
eat
ing,
and
rel
axin
g.
Thi
s gi
ves
the
cam
pus
plan
ner
a gu
ide
as to
wha
tno
t to
plac
e in
the
stud
y ar
ea, a
nd a
lso
som
ein
dica
tion
of w
hat f
acili
ties
stud
ents
do
wis
h to
have
nea
r at
han
d.
46
./e
r
fo,f
r,.1
4.
48
The
re is
an
obvi
ous
desi
re to
hav
e ty
pew
rite
rs, o
rat
leas
t ade
quat
e ty
ping
spa
ces,
inso
undp
roof
sect
ions
of
the
stud
y ar
eas.
A m
ore
prof
ound
poi
ntis
that
stu
dent
s w
ant t
o st
udy
near
inst
ruct
ors
inth
eir
maj
or f
ield
and
nea
r th
e sp
ecia
l equ
ipm
ent
used
in th
at f
ield
. Thi
s su
gges
ts th
at s
tudy
spa
ces
mig
ht w
ell b
e di
stri
bute
d am
ong
the
vari
ous
in-
stru
ctio
nal a
reas
rat
her
than
con
cent
rate
d in
asi
ngle
fac
ility
suc
h as
the
libra
ry.
.} :.r b
4'
et,
L
The
sou
nds
ofa
bass
oon
runn
ing
the
scal
es m
ight
liter
ally
be
mus
icto
the
ears
of
a st
udyi
ng m
usic
stud
ent a
nd th
e sm
ells
of
vari
ous
chem
ical
reac
-tio
ns m
ight
be
not o
nly
bear
able
but
even
ple
asan
tto
the
chem
istr
y m
ajor
. But
just
as w
e m
ight
not
expe
ct th
e m
usic
ian
to b
e co
mfo
rtab
lein
the
pres
ence
of
"nau
seou
s" c
hem
ical
fum
esor
the
chem
ist t
o be
abl
eto
con
cent
rate
on
his
form
ulae
with
a s
tude
nt m
usic
ian
"whe
ezin
g"th
roug
h hi
ssc
ales
in th
e ba
ckgr
ound
,w
e m
ight
als
o qu
estio
nth
e w
isdo
m o
f as
king
bot
h ch
emis
tan
d m
usic
ian
to le
ave
thei
r in
stru
ctio
nal
area
s an
d to
stu
dy in
an o
dor-
free
and
tom
b-qu
iet l
ibra
ry. W
hile
suc
ha
faci
lity
mig
ht b
e th
e be
st c
ompr
omis
e be
twee
nth
e ch
emis
try
lab
and
the
prac
tice
room
, it
may
not n
eces
sari
ly b
e th
e be
st s
olut
ion
for
all s
tude
nts.
A c
reat
ive
cam
pus
plan
ner
will
see
in th
ese
cir-
cum
stan
ces
a ch
alle
nge
to h
is in
genu
ity in
pla
n-ni
ng. I
n ex
istin
g fa
cilit
ies
he w
ill s
eek
out n
ooks
and
cran
nies
acro
ss c
ampu
s th
at m
ight
bec
ome,
with
the
addi
tion
of a
dequ
ate
light
ing
and
a m
ini-
mum
am
ount
of
furn
iture
, qui
te d
esir
able
stu
dyar
eas.
s.
. 3
f t
- ;'-f
-rs*
(0?:O
tt
e`si.`"''
QU
IET
AN
D P
RIV
AC
Y I
N S
TU
DY
SPA
CE
S
Stud
ents
app
ear
to s
tron
gly
favo
r a
stud
y ar
ea f
ree
of a
ll ex
tran
eous
noi
se. A
nd w
hile
oth
er s
tudi
esha
ve s
how
n th
at th
e st
eady
hum
of
a ve
ntila
tor
or a
ir-c
ondi
tione
r m
aypr
oduc
e a
bene
fici
al "
mas
k-in
g" e
ffec
t for
oth
er s
ound
s, s
till,
the
smal
l, ra
ndom
"lib
rary
" so
unds
are
def
inite
ly d
istr
actin
g. E
ven
the
mos
t car
eful
sup
ervi
sion
of
stud
y sp
aces
, str
ict
obse
rvat
ion
of "
Sile
nce"
sig
ns, a
nd a
mas
king
nois
e m
ay n
ot c
ompl
etel
y ov
erco
me
thes
era
ndom
soun
ds.
Alth
ough
con
vent
iona
l sou
nd d
eade
ning
equ
ip-
..If:
Ili
offc
rs a
par
tial s
olut
ion
to th
is p
robl
em, i
tis
it p
ortA
nt to
poi
nt o
ut th
at a
larg
e m
ajor
ityof
`1"V
Irp-
'und
s, s
uch
as s
huff
ling
feet
and
scr
ap-
.,..
.5.,
are
prod
uced
at
floo
r le
vel a
nd c
anbe
st b
e m
uffl
ed a
t the
ir s
ourc
e.
t
t
s00
00
a1
raF
. I.
2it.
0I
-
v.94
0,po
tt
1
100
0.9
0000
4
tt t
40,.1
1.,
.t.,,
eft
ii11
.`0
aa t °i
Of
.4q, .
Myr
.10
it i 0
1
v=:;:
e.
j-14
1.
1
I o
Thi
s su
gges
ts th
e us
e of
car
petin
g in
the
stud
ysp
ace.
Int
eres
tingl
y en
ough
, rec
ent s
tudi
es h
ave
show
n th
at c
arpe
ting
can
be h
ighl
y co
mpe
titiv
ein
cos
t, ov
er a
per
iod
of y
ears
, with
mor
e tr
adi-
tiona
l flo
or c
over
ings
and
that
it o
ffer
s th
e ad
di-
tiona
l adv
anta
ges
of w
arm
th, s
ound
abs
orbt
ion,
and
even
em
erge
ncy
over
flow
sea
ting
area
.
Reg
ardi
ng p
riva
cy, s
tude
nts
did
not s
eem
to s
how
a st
rong
des
ire
to s
tudy
in p
riva
te c
arre
ls. B
ecau
seof
the
curr
ent i
nter
est
amon
g lib
rari
ans
and
cam
-pu
s pl
anne
rs in
suc
h in
divi
dual
stu
dy f
acili
ties,
the
Com
mun
ity C
olle
ge P
lann
ing
Cen
ter
con-
duct
ed a
fie
ld s
urve
y at
sev
eral
com
mun
ity c
olle
ges,
incl
udin
g so
me
that
had
bee
n a
part
of
the
orig
inal
stud
y an
d so
me
that
had
not
. The
res
ults
of
this
fiel
d w
ork
stro
ngly
indi
cate
that
in a
nsw
erin
g th
equ
estio
n re
gard
ing
priv
acy
in th
e or
igin
al s
tudy
,th
e st
uden
ts w
ere
not g
ivin
g "d
on't
care
" so
muc
has
"do
n't k
now
" re
spon
ses.
For
the
mos
t par
t, th
ese
stud
ents
had
nei
ther
acc
ess
to n
or k
now
ledg
eof
car
rels
.
54
The
fie
ld s
tudy
hel
ped
to p
oint
up th
e fa
ct th
atm
ost s
tude
nts
who
wer
e aw
are
of th
e pr
esen
ce o
fca
rrel
s an
d ha
d us
ed b
oth
carr
els
and
trad
ition
alst
udy
faci
litie
s w
ere
high
ly in
fav
or o
f th
e ca
rrel
s.T
his
was
dra
mat
ical
ly il
lust
rate
dat
one
juni
orco
llege
in w
hich
the
stud
ents
fac
ed th
eno
t unu
sual
prob
lem
s of
cro
wde
d cl
assr
oom
s an
d st
udy
faci
li-tie
s. I
n th
is in
stan
ce, t
he s
tude
nts
dem
onst
rate
dth
eir
pref
eren
ce f
or th
e ca
rrel
s by
qui
ckly
fill
ing
any
vaca
ncie
s in
thes
e fa
cilit
ies
whi
le p
assi
ng o
ver
avai
labl
esp
aces
in th
e m
ore
trad
ition
al ta
ble-
and-
chai
r fa
cilit
ies.
Wha
t mak
es th
is a
ll th
em
ore
sign
ific
ant i
s th
at w
hile
bot
h th
e ca
rrel
and
the
tabl
e-an
d-ch
air
faci
litie
sw
ere
prac
tical
ly id
entic
alin
term
s of
com
fort
, lig
htin
g, a
cces
sibi
lity
to li
brar
ybo
oks,
etc
., th
e ca
rrel
sw
ere
actu
ally
in a
muc
hno
isie
r lo
catio
n w
ithin
the
gene
ral t
raff
ic f
low
.Fu
rthe
rmor
e, th
e lib
rari
an a
t thi
s co
llege
rep
orte
dth
at s
ever
al s
tude
nts
had
aske
d w
here
they
mig
htpu
rcha
se c
arre
ls f
orus
e in
thei
r ow
n ho
mes
.
55
ti
r-Pi
sai.,
uIac
ii
.4 r
iff
y 1.
'011
4,go
Cen
ter
(,!'
rlir
;r1t
tli t'
t7 t
(443
1114
.811
erl
Ji1;
411t
ill/it
iona
lt'
;if
.'t
n.)
rette
ar..7
111
(1or
?f93
and
'()
dios
emin
:ate
r0' R
ol e
'll.:1
1f e
t.111
4..1
agn0
1
), p
irti,
rI
tr:1
IN
; 0,
tot
"/-,
,r.
I 1,
1L
i'. l,
,,43(
16'.1
MIt
IES,
PrO
iden
i,cl
an k
ing
54.',
Crt
'14:
11'Y
and
Pre
asnr
er,t
I; ,f
n.I
4wc:
crn1
ir,1
1,1.
)Ire
,rtlr
,In
1pgi
ota
Con
tor, Lal
sam
itori
eb, i
nt.
S:.1
1-00
1Id
rurl
i, L
abor
ator
y, S
choo
l of
;0 4
.2i
fOrd
. I J
nive
rs,-
;ty40
' 144
.1A
t
May
ho,,,
,,. I
ct t:
,; ty
Col
lege
Pla
nnin
g C
ente
rN
qcr,
1.1
41.
r',1'
Ei4
isea
tion,
Sta
nfor
l Uni
vers
ity11
).1.
.(11
'; 1
AN
NN
( , e
lThe
rrR
ill
;'ti
ti',.
14'
.3/4
n 3
.H
eim
t,t0
.e.-
ireh
A$4
ocia
te1,
{
F41
:i1 1
'1?
,(.8
earc
l1 A
.ssi
stan
t,..,
AII
h..t
Ot t
ea r
ci!
AS
Sist
ant
..
10,
iev,
'."t i
f16.
''
\ 1' '
',:'.
'"4.
'''''''
'I
itgiir
., C
T. (
W.'
..,,
I,
:c. t
o -
:',. )
0:1,
..001
:C
's ,v
s . I
:31
4ide
Fro
tit C
owl.;
in-
4r--
Iffy
14.
k:4.
't."v
t.r, }
lilt*
f...
',(Y
vi!V
; ila
gen
3, 8
top
1.0
,1,.
110
to :5
,V
{I,
? 1
1,0
2, 8
0to
p um
!V
,,,',.
.,i..i
t..t,
tI
%rI
t)m
,40
top
anti
right
, 41,
43
to.
;',,
#4,
't t'd
0 tl
.4' /
4111
4:nw
g,-,
4, t
i,18
. 22,
23.
33
left
31
:o A
0 h
o,tto
rr:,
49, .
51,,,
,,
,,,,,i
,1'
.
,,,,,;
,,,I
?,,1
104,
.,,P
,1
14..
pktit
c.1,
I ana
l 8' r
ight
, ci4
.:',.r
.A
,I
,1.t,
I 41
:,-v,
0 A
1%11
)1)1
(1 C
ol;
ptig
4ts
`Xau
ci c
t ..'-
e
't1t,
f.(1
t41,
1,,,f
rto
:,3hv
Pen
itias
ilA li
thop
.rar
h C
ompa
ny.
111.
1111
1111
1111
1111
KIM
EM
BA
NIM
INII
IIPm
ewri
g
1t*4
4,41
.
t, ,
14C
1,0
'
lietit
e0:G
t.`;,
I.
ar
ter
is
°'2'
4f+
A
1'
4
,
14
414
I 5.
cet
p.
1
'4
0104
/
i 4.ki
i
vS'In
smrt
fAri
TIW
IWII
IMIW
PA, 7
Cal
IME
1111
1111
1111
1111
1111
1011
1=11
1101
1.11
1111
11N
IMM
IN11
1111
MM
EN
,fel
t
nt
r
NA
L K
AT
E I
4iA
LSU
LK
' RA
TE
1U
.S. P
OST
AG
EI
PA
I D
stan
forif
, Cal
if.
1
Pet
.,ri;t
4-2
8
1110
1-: V
AL
UE
I
(.
(
'MS
,1
gt
ift
\\ i-)
A1:
1P, P
OR
T F
RO
M C
OM
MU
NIT
Y-
CO
LL
EO
li: R
td,,1
1\11
NG
s0
0 1,
OF
P , D
U,C
AI
O N
,ST
A,1
4 1
0 0
R 1
1,I
T'q
`J
vS1
'r
is
1
a,
1,
Illn
ara6
1111
1121
LIV
OIE
PRIP
IMIN
ININ
IMIN
IZIM
IN M
ilieF
ailla
ttLaS
=M
INE
llaili
MM
UI0
111
