Student feedback shapes new Quiet Zone in Jennings Dining Hall
This past academic year, ĢƵ piloted a Quiet Zone in Jennings Dining Hall to explore how thoughtful changes to a shared campus space could better support a wider range of student needs.
The pilot identified an opportunity to improve accessibility through small changes to the campus environment, making an impactful difference.
PPE student Ava Horwood and psychology student Emma Diamond worked alongside Director of Accessibility and Student Wellness Cindy Crossman and partners across campus to bring the idea forward and explore ways of how Jennings could better support students with different sensory needs. The initiative brought together Accessibility Services, Dining Services, Facilities Management, Marketing and Communications, faculty partners from the Departments of Psychology and Faculty of Science, and student partners to help initiate, develop and implement the pilot.
"True accessibility begins by listening to students. Rather than expecting students to adapt to their environment,” says Crossman. “This project reflects our commitment to creating a more inclusive campus where every student has the opportunity to participate, belong, and thrive.”
The Quiet Zone was developed in response to student experiences of Jennings Dining Hall could be noisy at peak dining hours as well as visually stimulating, crowded, and busy activity. Rather than focusing on changing student behaviour, the pilot applied principles of Universal Design by making changes to the environment to better support a wider range of sensory needs.
The pilot introduced a designated area with reduced visual stimulation and increased privacy, providing students with another option for eating, studying, or taking a break in the dining hall.
The project team evaluated the pilot throughout March and April through anonymous surveys, informal conversations, observing the space, and tracking usage. In total, 139 students completed the survey and 188 visits to the Quiet Zone were documented between March and April.
Overall, their findings show that relatively small environmental changes can have an impact on the student experience. Students appreciated having access to a quieter dining space and described the space as providing increased privacy and reduced visual stimulation.
One student’s feedback captured the importance of this initiative.
“I have ARFID [avoidant/restrictive food intake disorder], which makes eating very stressful. Being in crowded areas when eating is often worse. The Quiet Zone makes meals easier.”
For many students, simply having the choice of a space that better suited their sensory preferences made Jennings Dining Hall more comfortable and accessible.
The project also generated interest beyond ĢƵ, with the evaluation findings recently shared at the Atlantic Association of College and University Student Services (AACUSS) Conference.
Building on what was learned through the pilot, the University will continue exploring opportunities to enhance Jennings Dining Hall and other shared campus spaces in ways that support accessibility, inclusion, and student success.
The Quiet Zone pilot demonstrates the value of bringing students, staff, faculty, and the University community together to identify barriers, test new approaches, and learn from experiences. It is one example of how collaboration and intentional design can help create a more welcoming and inclusive environment for all students.
