A Model for Establishing and Maintaining the Campus Landscape as a Significant and Dynamic Outdoor Classroom, Laboratory, and Therapy Center

Research has shown that plants and the landscapes around us impact our lives. Plants have been shown to reduce anxiety and blood pressure, and to have mentally restorative and psychological benefits. These benefits can include but are not limited to improving our ability to cope with stress and improving our ability to focus and concentrate. Additionally, recent research suggests that university athletes show performance improvements when competing in venues with views of vegetation. These findings suggest that the university campus landscape and vegetation can affect the well-being of the university community. A study that seeks to identify the factors that contribute to a useful and beneficial campus landscape will be discussed. Faculty who teach plant science, horticulture, and environmental sciences using the campus are limited by the landscapes surrounding their university structures. Often, a hands-on, practical experience with plant material is forfeited due to lack of suitable specimens on or adjacent to campus. Surveys of recent University of Tennessee graduates in the area of Plant Sciences indicate a desire for more hands-on practice and experience contributing to their degree. The need for a high quality teaching landscape for those teaching and studying plant sciences and horticulture was identified. Often, lack of resources and a suitable demonstration landscape are to blame. Additionally, beyond the natural sciences, little effort has been given to outdoor teaching resources that could be used by other disciplines.  A model of how a university can establish and maintain its campus grounds as a significant and dynamic outdoor classroom and laboratory for an array of academic disciplines will be examined.