The Campus Void:

Understanding Space on College Campuses

This project originally set out to explore why college campuses often lack accessible, informal social spaces (Third Spaces) where students can gather, relax, and connect outside of academic and home settings. However, through interviews, the research revealed that students are more concerned with the scarcity of comfortable, functional study spaces on campus. This case study now focuses on understanding whether the shortage of effective study environments is due to campus infrastructure, societal norms, or limitations within the student network.

the problem

Problem Statement: Initially, I aimed to address the lack of accessible, informal "Third Spaces" on college campuses—spaces where students could gather, socialize, and connect outside of their homes or academic settings without financial pressure or exclusive memberships. However, after conducting interviews, I discovered that students are far more focused on the need for adequate, comfortable study spaces. Many expressed frustration with the challenges of finding quiet, functional spots to work, highlighting this as a more pressing issue impacting their campus experience. Moving forward, my research will explore the infrastructure, societal norms, and student network dynamics contributing to this shortage of effective study spaces.

Methods

For my project addressing the absence of Third Spaces on college campuses, I am using an interview paired with a mapping activity to gather in-depth insights into how students perceive their ideal social environments. The interview is structured around understanding their current social behaviors, preferences for spaces to spend time in, and how their interactions shift across various locations. I ask questions about where they feel most comfortable spending time, how often they meet new people in different environments, and whether their school infrastructure supports meaningful social connections.

In the mapping activity, the interviewee is asked to draw a picture of their ideal afternoon, which encourages them to think creatively and visually about the types of environments they naturally gravitate toward. This method allows me to observe not only what physical spaces they envision but also what types of activities and interactions are meaningful to them. Their choices reflect unspoken needs—such as whether they prefer group settings, solitude, or flexible spaces that blend both.

These methods will allow me to gather insights on both the infrastructure-related issues (e.g., are there enough open, inviting spaces on campus?) and the deeper societal norms around social engagement. For instance, I may find that students have informal "rules" about how spaces are used and what behaviors are acceptable in public, which could influence their ability to form connections. Through this process, I can pinpoint whether the solution lies in physical infrastructure, societal expectations, or the broader student network and connectivity on campus.

Participants
1

To gather more information, I conducted five interviews with students at the University of Michigan. I targeted individuals with different majors, ages, social circles, and interests in order to get a well-rounded view of students here at U of M.

Participant 1

  • U of M Junior

  • Political Science Major

  • Clubs and Organizations: No Affiliations

  • Personality: Social, Funny, Outgoing

  • Activities: Reading, Work-out classes, going out

2

Participant 2

  • U of M Senior

  • Urban Technology Major

  • Clubs and Organizations: Professional Fraternity

  • Personality: Social, Creative, Ambitious

  • Activities: Spending time outside, Exploring Ann Arbor, Cooking

3

Participant 3

  • U of M Senior

  • Computer Science Major

  • Clubs and Organizations: Social Fraternity

  • Personality: Personable, Smart, Hardworking

  • Activities: Reading, Hanging out with friends, Traveling

4

Participant 4

  • U of M Sophomore

  • English Major

  • Clubs and Organizations: Not affiliated, Off-campus job

  • Personality: Quiet, Curious, Adventurous

  • Activities: Cooking, Walks, Writing

5

Participant 5

  • U of M Junior

  • Economics Major

  • Clubs and Organizations: Professional Fraternity, Multiple clubs

  • Personality: Social, Organized, Reflective

  • Activities: Intramural Sports, Music, Club Events

findings

After analyzing all five interviews, several key themes emerged that reflect the target population’s behaviors, social preferences, and challenges regarding informal social spaces on campus. These themes point to a nuanced understanding of how students balance their academic, social, and personal lives, and the unmet needs they experience when trying to connect with others in meaningful ways.

1. Need for Accessible and Flexible Social Spaces

Students expressed a strong desire for accessible, comfortable, and flexible spaces where they can casually gather with friends or study without the pressure of formalized structures (like clubs or events). Whether it’s grabbing coffee, spending time in outdoor areas like the Diag, or trying to find study spots, students consistently struggle with overcrowded spaces (libraries, cafes) and lack of options during peak times.

Key Insights:

  • Overcrowding: Popular spots such as libraries, cafes, and study lounges are often too full to be functional, especially during midterms and finals. Students feel frustrated by the lack of available spaces.

  • Comfort and Atmosphere: There is a preference for spaces with natural light, a welcoming ambiance, and less noise, which students associate with feeling relaxed and more productive.

  • Outdoor Spaces: Students appreciate outdoor areas like the Diag and the Arb but find them dependent on good weather, highlighting a need for more versatile indoor spaces that still offer a natural, open feeling.

2. Struggles with Social Connectivity

Many students, especially after their freshman year, report feeling disconnected or isolated despite being part of multiple clubs or organizations. This feeling often stems from packed schedules and an over-reliance on structured groups for socializing. As a result, they crave spontaneous social interactions but struggle to find opportunities for them in their everyday routines.

Key Insights:

  • Overreliance on Clubs: Students meet many of their friends through clubs, but these clubs can be time-consuming and sometimes exclusive, limiting students’ social networks. There’s also a concern about forced socialization and how that impacts the quality of connections.

  • Spontaneous Interactions: The desire for natural, impromptu social interactions is strong, but existing spaces and schedules don't often facilitate this. Students wish for more “Third Spaces” where they can casually interact with others without planning or commitment.

3. Time and Energy Constraints

The constant balancing act between academic work, extracurricular activities, and socializing leaves students feeling time-poor and occasionally overwhelmed. Despite wanting to engage socially, students often don't have the energy after a full day of commitments, which contributes to feelings of isolation and disconnection.

Key Insights:

  • Burnout from Overcommitment: Involvement in multiple activities can lead to burnout, where students feel they are missing out on social opportunities because they are too tired to participate after their scheduled commitments. This creates a cycle where socialization becomes another form of “work.”

  • Preference for Low-Effort Socializing: When students have free time, they prefer low-effort social activities, such as grabbing coffee or watching Netflix with friends, over more structured events. This suggests a need for informal, low-pressure spaces to decompress and socialize.

4. Inclusivity and Accessibility Barriers

Clubs and formal organizations play a significant role in students’ social lives, but these groups are not always perceived as accessible to everyone. Some students report that social circles within these groups can be exclusive, and the process of joining can be intimidating or require existing connections.

Key Insights:

  • Exclusive Social Networks: The perceived exclusivity of some student groups leaves certain students feeling excluded or isolated, particularly if they haven’t already established a solid social network.

  • Challenges in Joining Groups: The competitive nature or time-intensive requirements of some organizations can be a deterrent to students who are already juggling busy schedules, leading to feelings of alienation.

5. Importance of Informal Third Spaces

Students often feel that the campus lacks sufficient informal "Third Spaces" where they can gather without a specific agenda. They are looking for places where they can relax, have spontaneous conversations, or study casually without feeling obligated to spend money or be overly social.

Key Insights:

  • Lack of Casual Gathering Spaces: There is a shortage of spaces designed for casual meet-ups that don't require money or formal membership. Existing spaces like cafes often serve dual purposes (socializing and studying), but students feel they need more diversity in the types of spaces available.

  • Desire for Flexibility: Students want spaces that can accommodate both socializing and individual activities, allowing them to transition from one activity to another without leaving the space.

Deliverables

Persona: The persona I've developed represents a typical college student balancing a busy schedule of academics, extracurriculars, and a social life. Through research and interviews, it became clear that students are highly selective about where they spend their time, especially when it comes to workspaces. They feel a lack of adequate, accessible spaces on campus where they can study and relax comfortably, describing existing spaces as often crowded, noisy, or uninspiring. This persona captures the needs and frustrations that surfaced in interviews, highlighting the importance of improving campus environments to better support students’ academic and social well-being.

Storyboard: The storyboard illustrates a student’s experience navigating campus in search of a comfortable study space, capturing the common challenges they face. This sequence of scenes highlights the struggle to find an ideal environment to focus and work, underscoring the need for more thoughtfully designed, accessible spaces on campus. The storyboard visually emphasizes the frustrations shared by many students, reinforcing the critical demand for improved study areas.

lessons learned

This project highlighted the importance of being flexible with research goals to uncover what students actually want. Starting with an interest in informal social spaces, the project shifted focus when interviews showed that students’ biggest need is actually for comfortable, accessible study areas on campus. This shift brought attention to how campus spaces often don’t align with how students want to engage with their environment, especially when it comes to studying. More than just providing more spots to sit, these findings show the importance of creating study spaces with the right atmosphere, comfort, and accessibility that help students work both individually and in groups. Moving forward, campuses should think about how multipurpose spaces can support students’ real needs for both work and connection.