This past summer, I was given the opportunity to participate on the leadership team for the Learning on Location research seminar as a CEL student scholar. I was very excited to be able to be a part of this seminar because of my interest in place-based learning. I knew I would be challenged in new ways, not just academically, but personally. 

Stepping into a leadership role was new territory for me. I was asked to contribute ideas, offer feedback, and help with discussions alongside faculty and staff with more experience than me. At first, I felt unsure of myself. My confidence ebbed and flowed throughout our first seminar week, and I often found myself questioning whether my voice belonged in the room. But as the week progressed, I began to notice how connected the topic we were exploring—how location influences learning—was to my own growth during the week. 

I started the seminar with a simple idea of what learning on location meant. When I thought about learning on location, the first thing that came to mind was travel and study abroad programs. To me, it was about going far from home and using unfamiliar surroundings to spark new insights and facilitate new ways of learning. While my original idea does have a lot to do with learning on location on a broader scale, I learned about how some of the smallest changes to an environment can have power over learning. It isn’t only about distance, but about design, proximity, and emotional resonance. Subtle shifts in space can shape how we think, feel, and engage. While reflecting on the week, I started to think back on how the spaces we were in affected me and how they pulled new responses out of me.  

The topic of this seminar allowed us to incorporate unique aspects that pushed participants to experience and reflect on spaces in new ways. We scheduled group meetings in different places on Elon University’s campus and encouraged participants to break off and choose their own spaces to work. That intentional variety made me more aware of how the physical environments we were in shaped my ability to participate.  

I’ve always been a bit of an overthinker, especially in unfamiliar settings. If I’m not completely sure I’m right, I usually choose to stay silent. When I’m surrounded by people who seem more experienced or articulate, it’s even harder for me to speak up. But something changed during our leadership meetings and seminar week. In smaller rooms, where we sat close together and could see each other’s faces clearly, I felt more connected. The closeness of those spaces made it easier to share my thoughts, even when they weren’t fully formed. I felt seen, and that feelingof visibility gave me confidence to speak up. 

One moment that stood out to me was a meeting in a smaller room with an oval table. I was sitting next to a leadership teammate, and the setup of the room felt collaborative rather than structured. I wasn’t just a student—I was a contributor. That spatial arrangement made a difference. It felt like my voice had a place, and that it wouldn’t get lost in the shuffle.  

In contrast, larger rooms with scattered seating made me feel distant and hesitant to speak. This realization also made me think about my time spent in classrooms as solely a student. I have always been lucky enough to be in smaller classrooms with a maximum of 30 people, and because of that, my learning experience has been very fulfilling. The small sizes of both the actual space and the number of people have allowed me to feel comfortable and engaged. Yet even within small classes, the setup matters. I can reflect on my overall engagement in a class with 30 people sitting in desks shaped like a U, a class with 20 people spaced apart, or a class of 10 people gathered around one table. Each arrangement changes how connected I feel and how confident I am to speak up. 

This first week taught me that learning on location isn’t just about where you are, it’s about how space makes you feel. For me, feeling comfortable and seen has helped me find my voice. Moving forward, I plan on continuing to notice how different spaces shape my responses and explore which environments support or hinder learning. I want to use these insights to find inclusive and effective spaces for myself and for those I collaborate with. 

About the Author 

Amelia Weaver is a 2025–2028 CEL Student Scholar majoring in Sports Management and Media Analytics, with a minor in Business Analytics. She is working with the 2025 – 2027 Research Seminar on Learning on Location: Place-Based Pedagogies in Higher Education.

How to Cite This Article  

Weaver, Amelia. 2025. “Learning on Location: Space, Confidence, and Connection.” Center for Engaged Learning (blog). Elon University. December 9, 2025. https://www.centerforengagedlearning.org/learning-on-location-space-confidence-and-connection.