At Elon University, relationship-rich learning is more than a pedagogical philosophy—it’s a lived, spatial reality. The campus itself feels like a conversation starter. Known for its commitment to high-impact practices and deeply engaged faculty-student relationships, Elon has created a physical environment that fosters belonging, curiosity, and connection. From the design of its residential neighborhoods to the intention behind its instructional and gathering spaces, the campus operates as a laboratory for inclusion and meaningful learning.  

It’s no surprise that Peter Felten, Assistant Provost for Teaching and Learning at Elon University, has written extensively about these very relationships. In Relationship-Rich Education and Connections are Everything, Felten and his co-authors reveal how human connections drive student success and well-being. What those books describe, Elon’s campus enacts. That’s no accident. Physical campus design decisions, from the careful placement of a fire pit to the gentle sway of a rocking chair, build and sustain relationships. 

In this post, I explore how the physical design of Elon University facilitates the relational practices Felten and his co-authors champion, showing how space can nurture a culture where every student is seen, heard, valued, and supported.  

Spaces for Instruction and Dialogue 

Felten and co-author Leo Lambert argue that students thrive when they are known and supported by faculty who believe in their potential. But, as they caution in Relationship-Rich Education, this kind of support doesn’t happen by chance; it depends on environments that foster trust, proximity, and genuine interaction. Relational practices require relational spaces. 

Elon’s classrooms are designed to support exactly that. Most classes hold fewer than forty students, resisting the anonymity of lecture halls and allowing faculty to learn names quickly, spark conversation, and notice disengagement. Many spaces include mobile, flexible furniture to encourage collaboration and eye contact. Some classrooms even offer furniture choices—like wobble stools or standing height tables—that adapt to students’ physical and cognitive needs. These small touches matter. As Felten and colleagues’ research shows, feeling safe, seen, and respected is often the first step towards academic confidence and persistence.  

The visual and sensory environment reinforces this mindset. Classrooms are filled with natural light, biophilic color palettes, and warm overhead lighting, creating calm, inviting places for learning. Electrical power towers allow students to charge devices without needing permission, while mounted and hand-held whiteboards foster active problem-solving, shared discovery, and memory recall.  

Elon’s labs take a similar approach. Though disciplinary-specific, many are modular, open, and framed in glass, literally putting learning on display (see figure 1). When students pass by a chemistry or engineering lab and see their peers working confidently, the subject feels less intimidating and more approachable. This visibility is powerful: as Connections are Everything emphasizes, seeing a peer succeed in a space can dismantle feelings of isolation and can spark a sense of belonging. 

Of course, space alone isn’t sufficient; pedagogy must meet the moment. Elon’s Center for the Advancement of Teaching and Learning (CATL) supports instructors in adopting relationship-rich practices that mirror the flexibility and openness of the physical environment. Instructors are encouraged to see themselves as co-creators of learning, shaping moments that make students feel not just taught, but understood.  

Elon also redefines the boundaries of the learning environment. Across campus, students and faculty are invited to gather in outdoor learning environments where dialogue can sometimes flow more freely under open skies. The spatial variety, including stepped amphitheaters, colorful metal picnic tables, and 4-person tables and chairs, reinforces that learning is not confined to four walls: it’s relational, mobile, and alive.  

Spaces for Serendipitous Connection 

As Felten and Kassidy Puckett write in their CEL blog post “What Works When Building Educational Relationships?” trust and belonging often emerge not from formal office hours or structured programs, but from “individual interactions” and “sharing personal stories.” These moments are seldom scheduled—they emerge in the margins, the in-between spaces of campus life. 

Elon’s physical campus embraces this principle by embedding comfortable, flexible gathering spots throughout academic buildings: lounges, alcoves, study nooks, and bright, window-lit hallways provide places for conversation between classes or casual check-ins with a professor. These aren’t just architectural leftovers; they’re intentional invitations to linger, talk, and connect.  

This design extends to the residential experience, too. Elon’s residence halls are organized into thematic neighborhoods, each with shared kitchens, courtyards, and common areas that encourage peer-to-peer support and friendship. These spaces reflect what Connections are Everything calls “relationship accelerators”—conditions that lower barriers, increase interaction frequency, and build familiarity.  

Some of the most beloved gathering spaces are Elon’s fire pits. Scattered across campus, these fire-lit circles invite students to share stories, debate ideas, or sit quietly together (see figure 2). As Felten and Lambert write in Relationship-Rich Education, the most transformative relationships often begin with simple human rituals: shared meals, late-night conversations, or spontaneous laughter. Fire pits symbolize a culture of trust and autonomy. They say to students: We trust you to cultivate safety, security, and belonging.   

In this way, Elon’s informal spaces do more than fill gaps between classes. These informal spaces become the glue of campus life: supporting the everyday interactions that elevate the value of physical presence. 

Spaces of Movement, Rest, and Belonging 

In “What Are Barriers to Relationship-Rich Education? Faculty Perspectives,” Felten and Puckett identify three significant barriers to relationship-rich education: lack of time, trust, or scale. Thoughtfully designed physical spaces can help counteract all three by slowing the pace, reducing friction in social encounters, and signaling care and community. 

On Elon’s campus, this invitation is everywhere. Covered porches and trellises welcome pause. Rocking chairs and swings offer rhythm and self-regulation, especially important for neurodivergent students who may need to move to focus or feel grounded. Lakes provide quiet respite. Plush, mowed lawns host impromptu soccer games or hammock hangs. Gardens and shaded nooks create space for reflection, study, or one-on-one conversation. Together, these spaces form what Felten and Lambert might call a “relational ecosystem,” a spatial network that supports emotional, social, and embodied dimensions of learning.  

Designing for Belonging, Visibility, and Care 

“Every student should experience meaningful connections with peers, professors, and professional staff,” Felten and Puckett insist. That’s not a vague aspiration; it’s a design prompt. If we believe connection drives learning, then we must ask: How do we design for connection? Elon offers a compelling answer. 

Too often, students feel anonymous in lecture halls, isolated in siloed buildings, or disconnected in residence halls lacking in communal space. In his CEL blog post “Relationship-Rich Education at Scale,” Felten warns that institutional structure can make students feel invisible.  

Elon flips that script. Here, students and learning are visible, and meaningful connections and belonging are created by design. At Elon, space is not a neutral backdrop to the college experience, but an active agent in cultivating a culture of care, curiosity, and community. That’s the heart of a connected college.  

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References 

Felten, Peter, and Leo M. Lambert. 2020. Relationship-Rich Education: How Human Connections Drive Success in College. Johns Hopkins University Press. https://www.centerforengagedlearning.org/books/relationship-rich-education/. 

Felten, Peter, Leo M. Lambert, Isis Artze-Vega, and Oscar R. Miranda Tapia. 2023. Connections Are Everything: A College Student’s Guide to Relationship-Rich Education. Johns Hopkins University Press.https://www.centerforengagedlearning.org/books/connections-are-everything/. 

Puckett, Kassidy, and Peter Felten. 2024. “What Are Barriers to Relationship-Rich Education? Faculty Perspectives.” Center for Engaged Learning (blog), Elon University. November 5, 2024. https://www.centerforengagedlearning.org/what-are-barriers-to-relationship-rich-education/. 

Puckett, Kassidy and Peter Felten. 2024. ““What Works” When Building Educational Relationships?” Center for Engaged Learning (blog), Elon University. December 13, 2024. https://www.centerforengagedlearning.org/what-works-when-building-educational-relationships/. 

Felten, Peter. 2024. “Relationship-Rich Education at Scale, aka the Too Many Bodies Problem.” Center for Engaged Learning (blog), Elon University. April 16, 2024. https://www.centerforengagedlearning.org/relationship-rich-education-at-scale-aka-the-too-many-bodies-problem. 

Moore, Jessie L., Jason Husser, Kaye Usry, and Peter Felten. 2022. “Meaningful Learning Experiences and the Value of a College Degree.” Center for Engaged Learning (blog), Elon University. May 24, 2022. https://www.centerforengagedlearning.org/meaningful-learning-experiences-and-the-value-of-a-college-degree. 

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About the Author 

Shannon Dowling is an architect, space analyst, and educator who focuses on creating research-driven and student-centered learning environments. Dowling is a principal at Ayers Saint Gross who focuses on creating research-driven, student-centered learning environments. Passionate about education, Shannon was an adjunct professor for VCU’s School of the Arts from 2008-2019. She is involved with the Learning Spaces Collaboratory, a national think tank of architects, planners, and academics focused on studying best practices for learning spaces. 

How to Cite This Post 

Dowling, Shannon. 2025. “The Connected Campus: How Space Shapes Relationship-Rich Learning.” Center for Engaged Learning (blog). Elon University. November 25, 2025. https://www.centerforengagedlearning.org/the-connected-campus-how-space-shapes-relationship-rich-learning/.