nourishing students,building community:av ision for the future of ...

NOURISHING STUDENTS, BUILDING
COMMUNITY: A VISION FOR THE
FUTURE OF DINING HALLS AT
QUEEN’S UNIVERSITY
Prepared by
Jennifer Massey,
Cheryl Sutherland
and
Meghan Brooks
[1]

ACKNOWLEDGEMENTS
This report would not have been possible without the support of numerous individuals who
generously gave of their time and energy.
Thank you to Bruce Griffiths, Director, Housing & Hospitality Services at Queen’s for his constant
support and guidance through the project. We are also indebted to Maureen Hamilton (Residences)
and Micheline Boomhour (Residences) who provided statistics on the number of students in
residence and the number of student meal plan holders.
Thank you to the staff in the Office of the Dean of Student Affairs who assisted with the project in
various ways. We would like to extend a very special thank you to Bonnie Livingstone for her
assistance in organizing and executing the research project.
Finally, we would like to extend a sincere thank you to the students and faculty members who took
part in the research. Your participation was instrumental in the success of the project and has
proven to be a valuable source of knowledge.
[2]

TABLE OF CONTENTS
INTRODUCTION 4
LITERATURE CONTEXT 5
RESEARCH OBJECTIVES 6
REPORT STRUCTURE 7
METHODOLOGY 8
PARTICIPANTS 8
PARTICIPANT-OBSERVATION 8
PHOTOVOICE 9
QUANTITATIVE METHODS 10
ETHICS 11
RESEARCH FINDINGS 12
PHYSICAL SPACE 12
OPERATIONS 31
SOCIAL INTERACTIONS 41
CONCLUSION 51
REFERENCES 52
APPENDIX 54
[3]

I mean it is more than just a place to eat. It’s a place to share ideas
and [for students to] come together (Betsy).
INTRODUCTION
Dining halls are an integral aspect of student life at university. Not only do they provide the food
necessary for survival, dining halls also nourish the social fabric of student life. As a result of the
significant role they play in the daily lives of students, dining halls represent a key site for
interaction and community building. As a large residential university where nearly 100% of firstyear
students live in residence, the dining hall resources at Queen’s University are in high demand
and as such, are ideally suited as one of the best places for Student Affairs to foster the development
of community.
For the 2009-2010 academic year, 3,902 students will call one of the Queen’s University residences
home. Of those students, 3,173 (or 80%) are in their first year. Though first-year students in
residence make up the majority of students using the dining halls (meal plans are mandatory for
first-year students living in residences), upper-year students living both in residence and offcampus
also frequent them. In total, the three residence dining halls at Queen’s University provide
for 5,205 meal plan holders.
Like many other Canadian universities, the Queen’s University residence dining halls are structured
around meal plans that students purchase and redeem throughout the course of the year. While
there are several different packages available to students, all packages position the dining halls as
the leading source of nourishment for students living in residence.
By virtue of their influence in the lives of students (particularly first-year students), dining halls
represent a critical focus of university planning and governance. Developing an innovative and
expanded programming for dining halls that includes a focus not only on the food provided, but also
one that strives to maximize opportunities for student cooperation, engagement, and learning, has
significant potential for social and educational benefits.
[4]

LITERATURE CONTEXT
Scholarship on food and community takes a broad range of forms within the social sciences,
extending across geography and scale. These foci range from interests in the impacts of food
(in)security on communities (Anderson and Cook 1999), to consumptive practices (Bell and
Valentine 1997; Wang and Lo 2007), the formation of communities around local food systems
(Feagan 2007), and democracy (Hassanein 2003). Food is also seen to provide opportunities for
individuals and groups to re-engage with place (Feagan 2007) as food and place are intertwined in
robust ways in the geographic imagination (Hendrickson and Heffernan 2002).
Despite the expansive collection of work exploring food and community, to date, little scholarship
investigates the dining hall as a site of analysis. In fact, this study represents one of the first studies
of its kind to explore university dining halls as the subject, and site, of comprehensive, scholarly
analysis.
A collection of literature on university dining halls and community has emerged out of the United
States with a limited focus on issues of sustainability (Arias 2009; Lappé 2009). In these works,
dining halls are examined in terms of their levels of promotion and the implementation of
sustainability initiatives. Discussions of community-building arise in this context from student
organization to address these issues. In most cases, literature of this nature draws strong links to
climate change.
The push for sustainability within dining halls has not just involved student movements, but also
includes dining service providers who have come on board by adopting many new strategies to
reduce waste and promote environmentally sound business and food production (Unknown 2008).
Examinations of sustainability practices within higher education also provide opportunities for
teaching and learning by engaging students in understanding the ecological and social footprint of
their activities (Everett 2008).
As complex sites of social interaction, dining halls have the capacity for community-building and
fostering educational opportunities. While attending university, students are seeking an experience
where they will have a sense of belonging and connection to the University (Harper 2008: 105).
Campus facilities (such as dining halls) can play an important role in fostering this sense of
community, which is key to student success and retention (Hurtado, Milem, Clayton-Pederson, &
Allen 1999-in Harper 2008). Students who make use of the dining halls come from different parts
of the world and have very different backgrounds and life experiences. Creating and enhancing
opportunities for students to engage with one another, in spaces where they feel comfortable,
enhances community and fosters a sense of belonging. As geographic sites where students spend a
substantial portion of time interacting with other students, the dining halls are aptly situated to
strongly influence the lives of students.
[5]

Student Affairs can often directly influence the formation of a multicultural environment, build an
inclusive campus environment, and transform institutional structures (Manning and Coleman-
Boatwright 1991). Student experiences of dining halls have historically not been a focus of Student
Affairs divisions across North America. To date, most institutional research on dining halls has
centered on student satisfaction evaluations and food quality assessments, overlooking the social
dimensions of student experiences of dining halls.
The gap in research on student experiences of dining halls, and in particular their role as a place for
community building, is pronounced. Much of the current research emanating from academic and
Student Affairs spheres alike marginalizes or neglects dining halls as social spaces ideally suited to
foster community among students. As prominent sites of student engagement, it is imperative that
universities extend their conceptualizations of dining halls as a primary social space for students,
and to recognize the opportunity to promote student community.
RESEARCH OBJECTIVES
Hospitality Services at Queen’s University is in the process of tendering a university wide food
service delivery contract. This tendering process provides an excellent opportunity to create a new
vision for food services and delivery that has an increased focus on the goals laid out in the Division
of Student Affairs’ strategic plan (see www.queensu.ca/studentaffairs/ for the full Strategic Plan).
In particular, the task of creating a new vision for food service delivery at Queen’s University is in
line with the Student Affairs strategic goal of “creating or improving programs and services
that promote community development through assessment and evaluation activities”
(www.queensu.ca/studentaffairs/). With the knowledge generated by this project, Hospitality
Services will be able to use the findings as a launching point for improved and/or expanded
services.
This project seeks to benchmark current practices within the dining halls and gather information
about students’ experiences, opinions, and attitudes of the dining halls. This information can then
be used to formulate an expanded vision of the role of dining halls at Queen’s University, the
programming necessary to meet that vision, and to delimit the resources required for the successful
implementation of the vision. This project has five primary goals:
To examine the current nature and use of dining halls at Queen’s University and to assess
how dining hall operation is meeting the goals of the strategic plan.
To investigate the way in which the dining halls as places create positive and negative
experiences for students
To consider what, if any, are the effects of different identities and bodies within the space of
dining halls (for example, does the presence of graduate students or faculty create a space
that is more positive, engaging and enjoyable for students)
[6]

To facilitate the development of a vision for dining halls that fully engages the strategic plan
and extends its principles to encourage student community and build social capital in
innovative ways.
To develop recommendations for programing that supports community development,
fosters student health and wellness, values and encourages diversity, and upholds
principles of sustainability.
REPORT OUTLINE
This report is divided into three sections. The first section, Methodology, reviews the research
methods chosen for the project and the reasons underlying their selection. The major research
findings are presented in the second section along with recommendations for addressing areas for
improvement. In the third and concluding section, we discuss the implications of the research and
summarize how the findings impact the ways in which the role of university dining halls is
conceptualized.
[7]

METHODOLOGY
Research on the dining halls at Queen’s University was undertaken by the Coordinator of
Assessment, Evaluation & Outreach for Student Affairs at Queen’s University, and conducted by two
Research Associates. The methods used in this project were predominantly qualitative in design,
since the intent of the project was to learn more about the ways in which “users” of the dining halls
experience them, including the social interactions that transpire while they were there. These
research methods included participant observations, photovoice, and focus groups. Participantobservation
was used to gain an understanding of how dining hall users negotiate and interact
within the space of the dining halls, as well as how different bodies (students, staff, faculty, and/or
graduate students) affect the social interactions that occur. To gain a more in-depth understanding
of the complexities involved, analysis was further deepened through the use of a qualitative
technique known as “photovoice” (Wang, Burris, & Xiang 1996).
PARTICIPANTS
Research participants fit into one of two primary segments of the Queen’s University community.
Members of the first group of participants were students living in University residences and who
have meal plans. With the exception of one individual, all of the participants from the student group
were first year students. The second group of research participants included university faculty who
volunteered to make use of the dining halls on pre-arranged days when researchers would be
present. In total, twelve students and thirteen faculty members participated in the project.
The research participants volunteered for the study by responding to a call for participants
(advertisements for participants were posted using department listservs, posters, and email
inserts). Word of mouth was also used to locate participants. Student participants were diverse in
terms of gender, ethnic background, and dietary choices and/or constraints (i.e. vegetarian, Vegan,
and unrestricted eaters). Faculty participants were from a variety of different departments and
were evenly split between genders. In both cases, the participant groups were largely
representative of the overall Queen’s community.
PARTICIPANT-OBSERVATION
Participant-observation involves the active observation of social life with the aim of better
understanding the meanings of place and the contexts of everyday life (Hay 2005, 195). The goal of
participant-observation is to observe the everyday interactions of individuals and groups in a
[8]

particular social space, to take note of how it is used, and how individuals interact within it at a
particular moment in time. Participant-observation immerses the researcher in the everyday
context of a place, and in doing so facilitates a deepened understanding of it.
Researchers entered the dining halls to conduct observations on fourteen separate occasions.
Initial visits to the dining halls were used as a means of providing the researchers with the
opportunity to become familiar with the surroundings. This presence within the dining facilities
was also an opportunity to gain a sense of the typical “atmosphere” within the space of each dining
hall. Researchers visited the three primary dining halls on campus, including Ban Righ, Leonard,
and Jean Royce Dining Hall (the latter of which is located on West Campus). Ban Righ and Leonard
dining halls were visited three times without faculty participants being present. During the two
weeks that faculty participants were dining at Ban Righ and Leonard, researchers visited a total of
six additional times. Jean Royce Dining Hall was also visited on two separate occasions to make
observations (although faculty did not participate at this location).
While present in the dining halls, researchers engaged in the full dining experience by going
through all of the same steps that students and other users of the dining halls must take; selecting
meals, finding a place to sit, and generally moving through the space of the dining halls. Food was
selected at the various food stations dispersed throughout each dining hall and researchers
interacted with the food service staff in the same manner as did other users. Researchers sat in a
different section each time they visited and the choice of a variety of seating areas allowed the
researchers to obtain a similar range of experience to those of regular users. Observation of the
dining halls was a valuable means of discerning what the typical dining experience is like and how
individuals act and interact within this particular kind of space.
PHOTOVOICE
Photovoice was chosen as a creative means of obtaining data about the experiences of students
within the dining halls at Queen’s University. According to Wang, Burris & Xiang (1996),
“photovoice is a process by which people can identify, [and] enhance the community (and
themselves) through a specific photographic technique.” The photovoice approach to research
facilitates an opportunity for participants to tell stories about their lives and experiences using
photographic images that they have taken. As part of the photovoice process, participants are
asked to take photographs of things that they feel are important to them, as related to the topic of
study. These photographs, as well as the perceptions and interpretations of the participant’s
experiences, are then used as a launching point for a focus group discussion. During photovoicefocus
group sessions, participants share images with the rest of the group; describing the reasons
underlying the selection of particular photographs, explaining what they feel is important about the
image. The photovoice method of initiating group dialogue is a very effective means of engaging
participants in active discussion.
As its foundation, photovoice has three primary goals:
[9]

1. To facilitate an opportunity for participants to record and reflect on their lives from their
own point of view (to empower participants);
2. To increase participants’ collective knowledge, and;
3. To inform policy makers and broader society (in the case of the dining hall project: to
inform Residence and Hospitality Services and Queen’s administration).
Using photovoice to explore the experiences of students within the dining halls provides students
the opportunity to “show” the researchers and other participants the places and spaces they
identified as being related to a particular thought or feeling, the objects that enhanced or detracted
from their dining experience, and the people who made a difference to their time spent within the
dining halls at Queen’s University. The student participants approached the task of chronicling
their dining hall experiences with energy, excitement, and thoughtfulness. Students gave careful
consideration to their images and took their time in describing their images and their associated
meanings not only for the researchers, but other participants as well.
There were three separate focus group/photovoice groups, and each group participated in a total of
two sessions. Most students took photographs using their own camera and over forty photographs
were taken for the project and shared within focus group/photovoice sessions.
Visual images are a powerful means of conveying meaning. In the case of this research, the use of
visual images to convey feelings, thoughts, insights, and perceptions was an effective way for
students to convey ideas that might otherwise have not been accessible to others. By asking
participants to share their interpretations of what the dining hall experience means to them
(furnishing photographs), a deepened understanding of the dining halls at Queen’s University was
formed.
QUANTITATIVE METHODS
In addition to the qualitative methods used for this project, quantitative measures were also
included. Using the themes generated from the qualitative methods, two questionnaire instruments
were developed in order to see how generalizeable the findings were. The surveys were
administered to students and faculty using StudentVoice (see Appendix).
One questionnaire for students was developed and sent to three hundred and fifty undergraduate
students living in residences (all of whom are required to purchase meal plans). The response rate
of students was 26%. A similar questionnaire was also sent to each of the faculty participants who
had volunteered to visit the dining halls during the participant observation component of the
project. In total, ten of the thirteen participants responded.
[10]

ETHICS
The student and faculty participants who took part in this project volunteered to do so and were
free to withdraw at any time. The General Research Ethics Board of Queen’s University gave ethics
clearance for the collection of data prior to the onset of the project. To protect the identity and
confidentiality of participants, all project participants are identified by a pseudonym.
[11]

REPORT FINDINGS
The qualitative and quantitative data was analyzed by the Coordinator of Assessment, Evaluation &
Outreach for Student Affairs at Queen’s University and the two Research Associates who conducted
the project. The focus groups and photovoice components of the project had been audio-recorded
and once these segments of data collection were completed, the tapes were transcribed verbatim.
The transcripts were subsequently analyzed by each of the three researchers and in the
independent analysis of the transcripts, three overarching themes emerged.
The themes as they have been delimited in this report provide a framework for the interpretation
of student experiences of the dining halls. They include: (1) Physical Space; (2) Operations; and, (3)
Social Interactions.
Physical Space
Student participants spoke at great length about the physical design of each of the three dining
halls, and had much to share in terms of what they liked and did not like about them. With regard
to the space of the dining halls, a number of themes emerged from participant contributions. These
themes included the placement and style of seating, the arrangement of the food stations, and the
aesthetic appeal (or décor) of each dining hall.
#1 PLACEMENT AND STYLE OF SEATING
The style and placement of dining hall seating plays a determining role in students’ choice of
seating and the resulting social interaction. Different styles of seating facilitate the types of social
interactions that can occur, with long tables providing one experience, booths providing a second
experience, and single-seated stools providing yet another.
[12]

As such, dining hall seating can be said to play a distinct role in community-building.
Lack of Distinguishable Sections
According to student participants, the dining halls do not have geographical sections that are easily
identified. As expressed by several student participants, students prefer to sit with friends in the
dining halls rather than by themselves or with people they do not know. This can be difficult to
achieve however, when the physical space does not facilitate finding ones friends, especially during
peak meal times.
This is kind of another point, but if they had sections [in the dining halls], like [for
example] over on the far left there was the Golden Gael section, next the Red
Roosters or something like that, so it’s easier to find people. I know at both
cafeterias, you have to go do laps to find your friends, I mean Ban Righ is easier, but
it’s still hard. I wish they had labels that would add to community (Melissa).
[If there were sections] you wouldn’t feel so small in the huge unit because you
would be divided up into the smaller sections (Adan).
It’s awkward to walk around with your food, trying to find people and there are so
many people, the planning of the cafeteria is so confusing and there are nooks
where no one sits (Jeremy).
In addition to the difficulty of locating their friends, participants identified Leonard Dining Hall as
having an extra challenge: a lack of cell phone reception. Students indicated that not being able to
text or call their friends on their cell phones in most areas of Leonard Dining Hall was a frustrating
experience since it made locating their friends extremely difficult.
And when you are by yourself, like if it is rush hour, and you can’t find
anyone…especially in Leonard where they don’t have very good cell reception…you
can’t text people and I find it just really annoying….(Mark).
I know a girl and she lives on West and we came in together and we had to go and
get different kinds of food and she told me which section she would be in, but I
couldn’t find her, and so I had to walk all around the cafeteria, and I had to look in
every single row for her, and it took me like 10 minutes to find her…but without
[13]

eing able to text someone, there is absolutely no way to find someone…no way
(Amanda).
Although student participants did highlight the challenges of finding friends in Leonard dining hall,
they also expressed a fondness for the different seating options available.
Yeah, it separates….like in the Ban Righ, it is just one big open space, and sometimes
when I go it is not that busy….and it is just one big open space, but with the sections,
like in Leonard, sometimes it feels more homier (Samreen).
During participant observation, it was apparent that it can be burdensome for students to decide
where to sit (especially when they know their friends are there but they cannot find them). While
observing the dining halls, researchers noted that when students came on their own they often
walked through the dining hall several time to look for their friends. If acquaintances could not be
located, individuals then proceeded to choose a seat on their own (and in a location that did not
position them awkwardly among strangers). This clearly shows the impact that seating sections
can have on students’ abilities to interact comfortably with others.
Recommendation:
1. Design the dining hall in such as way that students are better able to locate friends in the
space.
Seating Options
Leonard consists of an array of different seating options, including booths, long tables that can seat
up to twenty (or more) individuals, and stools positioned along walls where students can choose to
sit by themselves (student participants referred to these seats as “the bar” or “the wall”).
Participant contributions highlight how students have an appreciation for the diverse selection of
seating options within Leonard Dining Hall.
[14]

The long tables are amazing for groups, but the booths, you can go with a few
people and have a nice chat or you can go alone and be ok. Instead of sitting at the
table where it’s like ok I’m alone I look awkward (Melissa).
For Leonard, they have long chairs and big spacey tables, so we can all go together
and have dinner or lunch together for all weekend. So it does build community, it is
a place to go all together, to talk, eat, etc. we almost don’t see some people during
the week so in that way it really helps (Adan).
So with this one…I really like how they have such long tables in Leonard, because
you can get like so many people….I go with my floor a lot, so that’s kind of why I like
it…it’s nice that everyone fits at one table…and it’s good to be able to just carry on a
conversation…(Melissa).
Participants discussed the positive and negative aspects about each of the seating styles. For
example, one student spoke to the paradoxical nature of the bar seating and booths:
It‘s kind of like that bar thing…where you are kind of stuck by yourself…it is both
good and bad….when you are by yourself and not with your friends, and you just
need to eat, then it is a good place to sit because you don’t feel…like it is just one
spot, so you don’t feel like you are taking up a whole table, or that no one knows
you…so it is kind of good in that way…like you can just bring a book and sit to the
side…so it is good that way, but then it is kind of bad because then you look like you
don’t have friends or something…like seeing someone sitting by themselves is kind
of sad …(Chloe).
This student was all too aware of the stigma associated with sitting alone. Despite sometimes
wanting to be alone, the act of sitting alone can be viewed as an inappropriate act because students
who sit alone appear not to have friends.
Despite these drawbacks, participants also spoke to the popularity of sitting in the booths and the
positive aspects of the bar seating.
[15]

Facilitator: How often do you sit in the booths Do you find that they are in high
demand
Amanda: Yeah, actually, its…we always look for those first, but they are usually
taken, and then we’ll have to sit at a table, so yeah it is a little more intimate and it
kind of reminds me of a restaurant too, and it is kind of nice that they have a variety
of seating options.
I find that the bar or the back corner, it is really quite helpful, for like studying, like
you can get a cup of coffee and just sit there, like with the natural lighting and your
textbook….but, that’s just my opinion (Mark).
Now some of you talked about these bar things…..the bar tables. I personally really,
really like them. I have used them a lot. The fact that…like you are not really
separated totally because there are still a lot of tables around…and even if you are
sitting by yourself, then you still have the dining hall atmosphere and it’s not like
you are just shoved to the side…you are still included in there... I like them for single
space… they are good for when you want to be by yourself or study. Like sometimes
I just want to eat by myself…I don’t want to have to talk….it is good that they are
there. And I don’t like to feel that pressure that you have to be with people if you’re
in the dining halls… (Samreen).
In a university environment, students who spend too much time alone are often viewed by other
students as anti-social, but it is important for students to feel that they have the choice of where to
sit and with whom they spend their time. As such, it is important to provide a variety of seating
options for students. In the survey questionnaire that was administered after qualitative data had
been generated, upwards of 80% students identified seating options as being moderately, very, or
extremely important to the appeal of the dining halls.
[16]

Recommendation:
1. Maintain the diversity of seating options and strive to find ways to expand the selection
that students/diners have.
Where to Dine
Students discussed in focus group sessions how their decision of where to dine (in terms of the
specific dining hall) was sometimes based on whether they would be meeting a friend. All of the
participants shared that if they were eating on main campus by themselves, their first choice was to
eat at Ban Righ Dining Hall. This finding was supported by the questionnaire results where 41% of
respondents identified Ban Righ Dining Hall as their primary choice of where to dine when they
were eating alone. For participants, this was even more the case if they wanted to combine dining
and studying:
Facilitator: So you’re more likely to go to Ban Righ to study than Leonard
Karen: Yes, I think it is…people are much quieter here. I think Leonard is more like
a social place, and people who go there want to socialize (Chloe:“I find that
too”)….here, you have some socialization but it is much more quiet, especially in the
evening and the morning….I think it is a good place to study, and the lighting is
great.
And I also like that in Ban Righ, they don’t really care of you’re a first year, upper
year, or if you are a professor or not. They let you come in, you can do whatever you
want, and your meal pass gives you the freedom too, which is what I like the most
about it (Geoff).
It is clear from student discussions that the desire to sit alone or with friends influences student
experiences of the dining halls. When participants wished to dine alone they were more likely to
report a positive experience, whereas participants reported feelings of awkwardness and
discomfort if they preferred to socialize and could not. It is apparent that students appreciated the
seating options for the ways they enable them to maintain their social connections within the
dining halls.
[17]

One time I went to Leonard and I sat alone at one of the big tables, and this was at a
very busy time, like at 7pm. There were a lot of people there. And yeah, I really did
feel a little awkward. Especially because in Leonard you have sections and tend to
go with groups…sitting by myself at a big long table, and seeing everyone else
sitting in groups, I really did feel a little awkward (Samreen)
Natalie: Ban Righ is also more central
Ray: Leonard is where you go to get more variety.
Natalie: At Ban Righ I will go alone, but I’d try to grab someone to go to Leonard.
In the beginning of the year when I was looking at my schedule, like I wouldn’t
really come to the dining halls [alone] because it felt like so high school….like okay,
you get your food and then now where do I sit Because everyone else has a group,
and so it’s kind of nice to have those [booths] just in case… (Betsy).
The social stigma attached to sitting by oneself is intense for some students, especially at the
beginning of the university semester. Student participants identified feeling awkward and out of
place, if they could not find a familiar face in the dining halls. These feelings of awkwardness detract
from community-building since some participants shared that they would sometimes avoid the
dining halls all-together than go to eat alone.
Recommendation:
1. Create more appealing seating for individuals eating alone.
[18]

West Campus Dining and Seating Arrangements
Jean Royce Dining Hall was experienced somewhat differently by the participants than the main
campus dining halls, especially by those participants who live in residence on West campus and
make regular use of it. With Jean Royce located on West Campus, a location that is already
geographically separate from Main Campus, student participants commented on how they were less
likely to feel uncomfortable if they went there alone. This was because they felt connected to other
students due to their seemingly “marginalized positioning” outside of Main Campus. In the words
of one participant: “I think there is a lot to be said for a common enemy” (Chloe), meaning that all of
the students on West Campus are part of one distinct group, while students on Main campus belong
to another distinct group. Expanding on this idea, another participant added:
I think people are friendlier at West because everyone is in the same boat…we all
have to commute to main campus…you always see the same people on the bus that
you see at West and you just give them a little nod or whatever (Mark).
According to participants, one of the leading positive attributes of Jean Royce dining hall is its
informal and familiar feel. Speaking to the collegial atmosphere and sense of community at Jean
Royce, one participant commented:
Yeah, like if this picture was taken during lunch when everyone is on main, but if
this was like at 8pm everyone would be there. And if it was like 8am, then there
would be like 2 kids in their PJs, just sitting there watching TV… (Chloe).
In addition to highlighting the positive aspects of the dining hall, students also expressed
dissatisfaction. In terms of the dining hall’s seating arrangement, poor design of the tables and
chairs was identified as being problematic and hampered communication among students.
[19]

These tables here, they are just really awkwardly spaced. Like my floor, before
always complains about them because they only fit one floor per table, and so you
always have to really crane your neck just to have a conversation with other
people…like they are only “this” wide and you can’t fit two chairs in that space…but
these tables are a bit more modern. And I guess one thing that I don’t really enjoy
about West, like in Leonard and Ban Righ, they both have a theme and on West it is
just a café….like a high school cafeteria… (Mark).
Participants thought that the dining hall at West could be upgraded and made to feel more modern.
Student participants expressed concern over a general lack of comfort in the space, and believed
that by upgrading the dining hall on West, the atmosphere could only improve.
Facilitator: So if you had different tables, like say the ones at the Ban Righ
Mark: Maybe more like the ones at Leonard….I don’t think Ban Righ would work
Chloe: I don’t think that Ban Righ’s décor would suit this particular area….
Mark: Something more modern…this stuff is ancient [laughter].
Participants felt that the décor of the dining hall at West Campus was quite out of date.
They laughed at how “old-fashioned” their surroundings appeared, and although they
appreciated the smaller size and relative ease in finding ones friends, they expressed a
desire to see the aesthetics of Jean Royce Dining Hall updated and improved.
Recommendation:
1. Upgrade Jean Royce Dining Hall to include more practical and comfortable seating
arrangements that facilitate opportunities for students to interact with one another.
[20]

#2 ARRANGEMENT OF FOOD STATIONS
This is of the drink station. It is great that they have all of these variations. So on
one note it is great that I can have basically any drink I want, but it’s really close
together. In the mornings for example, everyone has their tray so it’s really tight.
And the glasses are always stacked up awkwardly next to the water cooler and then
it’s all really close together. Everyone wants something different but it causes a lot
of congestion because it’s all in the same place (Jeremy).
The manner in which the food station areas are organized plays a key role in a student’s experience
of the dining halls. Food station areas are the spaces where students not only decide what to eat,
but also set the tone for their entire dining experience. Participants made several references to the
ways in which the food stations caused stress in their daily lives. In most cases, participants
discussed the length and often disorganization of the lines, as well as the difficulty they experienced
in figuring out what foods were being served since they could not see the menus.
Sometimes the problem is that Leonard, when you are eating during the peak hours,
there is always the one thing that everyone wants and that’s where the line up
always is. That makes the line a lot larger, but if you had good things everywhere it
would divide up the line (Adan).
Ray: Leonard is not too horrible…it is more open spaced…but at Ban Righ if you hit
a peak time, you have to wait a long time…
Facilitator: What would the longest wait be
Ray:…20 minutes…a half hour …[ others agree].
Like the lines were huge in there and it was like a maze. Ban Righ doesn’t handle
capacity well, all [of the] lines touching each other… (Jeremy).
[I dislike it] when it takes you, personally a lot longer to get your meal…like that
happened to me last night, and I was like standing in line forever. I wanted a veggie
[21]

urger, and like the line was all of the way around, so by the time I got there my
friends were like half done [their meal] (Karen).
Participants also commented on how valuable it would be to add something visual to the food
station areas so that when students had to wait in line they could look at something interesting.
Students reported that since they spend so much time in the dining halls, their experiences can
quickly become boring and monotonous. Since students are often required to stand in line to wait
for their food, if there were visual items (like posters or pamphlets with interesting information),
this would alleviate some of the boredom associated with the wait.
During participant-observation it was apparent that students sometimes made decisions of what to
eat according to the length of the line at food stations. It was also noted that in Ban Righ Hall, due to
the space constrictions, diners experienced a lack of flow to their movements and often had to step
around people to move through the space where the food stations were located.
So this is in the buffet area. People line up, like basically they are in line, especially
in peak times, but if people are going to be there for awhile anyways, they may as
well have something to look at…if there are decorations and stuff around the areas,
people will not feel that they will be standing there for a long time... Like, I really
think a little goes long way… (Chloe).
Students want to be engaged and stimulated and the above quote illustrates how the space of the
food stations could potentially be used as a useful educational space by exposing students to
different types of learning material through the use of educational visual displays such as posters,
pamphlets, etc.
Self-serve food stations were identified by student participants as being a positive aspect of the
dining halls and several participants discussed how they allow them to select exactly what, and how
much, they want to eat.
[22]

And the last thing, which is my favourite thing about the cafeterias, is Ban Righ’s
self-serve ice cream! [laughter]….I don’t get ice cream when I go to Leonard. I only
do when I go to Ban Righ, and I find that’s the same for a lot of my friends, because
at Leonard they serve you, so that is kind of limiting, but at Ban Righ you can serve
yourself and take as much as you want, and with ice cream that really helps
[laughter] (Betsy).
Leonard gives you the option of salad, I love going there because of that buffet style
that you can do yourself (Melissa).
I know at Leonard you can make your own sandwich. I know the Ban Righ
[sometime] years before now you could make your own sandwich, your own salads.
I know Ban Righ was the best because they had the Panini- Maker and always you
made a big deal to go Ban Righ and make your own sandwich. Now it's not make
your own… (Chloe).
Student participants wanted to have more control over how their food was made and the amount
that they could take at any one sitting. For some participants, especially those who had food
restrictions and were required to be very conscious of their choices, food stations that were diverse
and allowed for more individual selection were identified as being preferable to ready-made meals
with little or no choice. One participant shared:
And then the feature that I like best in the cafe when you see people, when you
either A. get to make it yourself, or B. see the people who are making it right in front
of you—and I wish there were more of that (Chloe).
The quote above highlights how some students are interested in being more connected to their
dining experience. This is especially the case as it relates to having some degree of control over how
and under what conditions ones food is prepared.
[23]

Recommendation:
1. Design the food service areas in a clear manner that facilitates traffic flow and comfort.
2. Expand opportunities for student users to select food items that are diverse and healthy.
3. Provide visual stimulus as a means to stimulate discussion and interaction among
students.
#3 AESTHETIC QUALITIES OF THE DINING HALLS
I would say the environment you are in the cafeteria; the small details need to be
more homey… music, being able to watch TV, plants, they all refer to the
environment you are in. The environment is very “eat-and -go,” rather than enjoy
your food, have a good time, walk out happy (Adan).
Participants shared many of their perspectives on the aesthetic appeal of the dining halls and had
strong opinions regarding their likes and dislikes about the décor. It is apparent in their
contributions that each dining hall has its own identity, and as such, its own advantages and
drawbacks. Students discussed at length the various components they valued or wished would be
improved.
One element of the decor that student participants identified as enhancing their dining experience
are the large menu boards at the entrance to Ban Righ and Leonard Dining Halls. Although they had
been mounted only a few weeks earlier, students readily commented on how helpful they found
them to be.
[24]

I noticed that they put up these like huge menus on the pillars and I find that so
much more helpful (group consensus)…and before, when they were smaller, I
would have to squeeze through everyone, just to see the menu, but now it is so
clear…(Mark).
In addition to the menu boards, student participants had much to say about the addition of flowers
and plants to the dining halls.
So I like how there are flowers there [in Ban Righ] and the way that it is all lit up
and you can see the food…so the flowers add to the appeal because they are just
nice…they are real too…and they are all over (Ray).
And then I also took a picture of the flowers at Ban Righ, because I also like them.
Yeah, so it makes it feel more homey, because it makes it more enjoyable to go there
and eat because you have something nice to look at (Betsy).
This is like a wooden wardrobe in Ban Righ, and it is off to the side and they have
flowers on it, and it adds to the feeling of homeyness and it adds to the
atmosphere…and it is nice to eat when you have nice things around you, and it
doesn’t feel like a prison cell or something like that … (Ray).
Student participants noticed their surroundings and very much appreciated the addition of plants
and flowers. They reported feeling as though these types of additions enhanced the atmosphere
and made for a more pleasant dining experience. Student respondents to the survey questionnaire
also indicated the importance of the plants and flowers with almost 50%of respondents identifying
plants and other natural décor as being either very or extremely important to the appeal of the
dining halls.
In addition to flowers and plants, student participants also commented on the lighting of the dining
halls and its effect on the overall environment of the dining halls. Some students, in referring to Ban
Righ stated:
[25]

This is the architecture of Ban Righ. It is very airy, with all the lights around. Makes
you feel homey in the atmosphere and the lighting is always very nice, I like how it’s
open (Jeremy).
Okay, now here is one of the Ban Righ. Here, I really like the windows. I think it
gives it a lot of character. It is just a huge contrast to the design that Leonard
has…and I think that is a really good appeal of Ban Righ…because a lot of people
that I talk to say that they really love Ban Righ. They love, like the long dining
tables, and the wood and the chairs….they comment on the chairs a lot, and I think
that there is a lot of space here, but I wouldn’t want to really change anything
about it, because I think that they way it is, is very traditional and adds character
and because it is different, it adds that appeal…(Karen).
Other students commented on the bright and airy atmosphere of Leonard Dining Hall.
I go to Leonard and I also really like the wood and the lighting. Like when we were
talking earlier about the lighting, the fact that there are that during the day, the
brightest parts are out in the front, and I guess that at the back it is like darker, but
at night it is the opposite way around and it has these nice lamps, and it feels kind
[26]

of laid back and almost like an elegant sort of feel to it, and so it is really cool
(Samreen).
Survey participants also identified lighting as an important element of the physical space of the
dining halls. According to the results of the online student survey, 98% of students felt that lighting
was moderately to extremely important. When asked the same question, approximately 90% of
faculty participants rated lighting as moderately to extremely important.
While a significant number of participants commented on the positive elements of the décor in
Leonard and Ban Righ Dining Halls, more critical opinions were put forward about the atmosphere
at Jean Royce Dining Hall, on West Campus.
Ray: There is no theme to it, like there are just tables, chairs, and a floor…
Karen: And even the floor, if you compare it to Ban Righ or Leonard, like Leonard
has nice tiles, and West… the floor is really just like a school, like the chairs are from
high school….
Facilitator: Yes, like if I look at this, like at the floor…it kind of looks like it is maybe
from the 70s…
Ray: Yes, I agree.
Karen: Yes, it is like the high school gym.
And it seems as though they have just neglected the people on West because they
think like “oh well, there’s not going to be that many people there anyway (Ray).
Yet, despite the criticism about the dated décor, participants did find some aspects of Jean Royce
Dining Hall inviting and comfortable.
I really like West. My order would be West, Ban Righ, then Leonard…even though
Leonard has the best food (Chloe).
I know that for my friends, when they come down to breakfast, they don’t even have
to switch on the channel on because the TV is there, a lot of times it is good to
have…like at the Barista you can get a coffee, or a latte, or smoothie and just sit
there and have a social gathering…(Mark).
Several student participants also commented on how much they liked the television and couches
that were positioned in one of the corners at Jean Royce Dining Hall.
[27]

Yeah, I like the tv…(Ray).
In the corner there are like 4 couches and then like a big TV, and it’s always
playing, and it is always playing and set to like sports, or to whatever a student has
put it to, like we can put on whatever we want, like we can put on cartoons in the
morning when we go for breakfast, and like at night you can see people who go to
the Barista and grab a burger, and they will like just go there and watch TV, but
there are also things like campus signs, and things about campus events, and it is
just nice because you are like in a really approachable situation rather than like in
a common room. And you can like go and watch TV with your friends and you’re
gonna see random people like from other floors, or from main or whatever, rather
than if you were on your floor …like your floor can go there and hang out with other
floors…and everyone has to go there at some point, since that is where the food is
(Karen).
In addition to the overall appeal of various aspects of the décor, participants expressed that they
would like to see more artwork added to each of the dining halls.
This is kind of the back wall of Ban Righ, if you notice it is very bare, it is kind of
stark… it would be nice if they had some student artwork there, or an exhibit
(Melissa).
[28]

The addition of art work and other displays links into students’ desire for stimulation when they
are in the dining halls. Student participants relayed through their contributions that their time in
the dining halls should be both comfortable and interesting. They also believed that the space of
the dining hall is one where they should be able to socialize if they so choose, or eat alone in an
equally enjoyable environment.
Probably because of the lack of things to do there. Like in the Lazy Scholar you can
watch TV, play pool, you always have something to look at while you are eating.
Whereas in Leonard, in that corner for example, you have to sit there and look at
people watching you (Adan).
One aspect that adds to the interest and opportunity for student interactions within the dining halls
are the tent cards that are located on each table. These tent cards display a range of material and
are updated on a weekly basis. Not only did students find tent cards interesting, but also noted how
they are used to foster interaction between strangers (they make a good conversation starter).
Sometimes, students even use the tent cards to seek answers to specific questions as indicated in
the photograph below.
Amanda: Especially when you don’t really know the people you’re sitting with…then
they will always make a comment on the sign, because they don’t really know what
else to say.
Facilitator: Okay, so it is like an initiator for discussion
Amanda: It could be, yeah….
All the tables have these little signs here…and this one is talking about AIDS, and it
just shows that people …different organizations and different clubs within the
university use them to advertise and promote different things that are going on
around campus…and it also acts as a discussion topic for meals…and so you’ll notice
one of the cards and then read it and talk about with one of your friends, and maybe
agree to go, or participate, or something like that. So that’s a really cool idea
(Amanda).
[29]

Student participants had a great deal of feedback and opinions on the aesthetic qualities of the
dining halls at Queen’s. As highlighted in the focus groups contributions of students, they liked
some aspects of dining hall aesthetics (e.g. menus), and disliked others (e.g. unused wall space).
Recommendations:
1. Continue to post the large menu boards at the entrance to the dining halls as student s
find these very helpful in navigating their way through the food stations.
2. Decor should be used to stimulate the space and the individuals within it.
3. Improve the décor and aesthetic appeal of Jean Royce.
4. Continue to have plants and flowers within the dining halls.
[30]

Operations
#1 HOURS OF OPERATION
When students enter university residences they are faced with a highly structured meal schedule
based on dining hall hours of operations. For students participating in the research project, three
main issues were raised with regards to the hours of operations of the dining halls. They include:
the end-of-day closing hours that are not late enough for many students; the complete closure of
dining halls between meals, and incomplete breakfast meal options.
Several student participants shared their concern that the dining halls close too early in the evening
to accommodate students with extra-curricular activities, including committee positions and
varsity sports. For these students, dinner is often rushed so as to be able to eat before the dining
hall closes, or worse, they are unable to eat dinner or must make alternate arrangements.
For me, like I have a practice until late, I don’t eat dinner until late. Ban Righ is
closed so I always have to go to Leonard for dinner. I don’t mind Leonard, but I still
don’t have the option to go to Ban Righ (Jeremy).
When you go really late to the cafeteria I feel like there is a really big push to get me
out of there. They are closing things down and sometimes close things off before I
can get to it (Melissa).
It was noted by one participant that the late hours of operation for one of the food services station
at Jean Royce dining hall is a welcome change from the usual dining hall hours that creates a
welcoming environment for students and fosters a sense of community. According to this
participant:
A lot of the time in the evening, because it's open until mid-night, people when they
want a break , they just go to the café and sit there and enjoy a cup of coffee. (Ray)
[31]

In addition to the hour of closure of the dining halls, student participants noted the closure of
Leonard dining hall between meals as a deterrent to the use of the dining hall and that it inhibits
socialization within the space. While some students commented that the space, or at least a portion
of the space, should remain open so that students can sit and read, study, or socialize, others
discussed the closure of the dining hall as a barrier to proper nourishment.
I hate that sometimes they are not open….and I’m not even a weird eater, but even I
have a hard time eating sometimes….because of running and the times I need to
eat….it can be such a pain. And it feels like such a juxtaposition, because I mean we
are at university and supposed to be free, but then it’s like, “okay, you can’t eat”…
(Karen).
On a social level, it might be nice [having Leonard dining hall open all day]. People
are all on different schedules and so everyone gets split up, and it might be cool it
would kind of be nice in the morning…so people could get together (Geoff).
Even though breakfast is touted as the most important meal of the day, it is not a convenient option
for many students who use the dining halls. As it stands, only one of the three residence dining halls
(the Ban Righ dining hall) offers breakfast on weekday mornings. Under these circumstances, if
students wish to eat breakfast, they must travel to Ban Righ dining hall.
It would be kind of nice if it [Leonard dining hall] were open in for breakfast,
because you get people from different residences …like all of those residences in that
area….people sometimes get lazy and don’t really want to walk the whole way [to
Ban Righ dining hall]… (Natalie).
Facilitator: …but would more people go for breakfast if this one [Leonard dining
hall] was open, do you think
Samreen: I think so…like I live in Leonard, and I think that people would be more
apt to go down, because it is right there, but like, I don’t know if it might be too
much having two dining halls open in the morning…but it just seems that Leonard
is more central.
[32]

In addition to a desire to open Leonard dining hall for breakfast, student participants also
expressed the need to be able to get full meals at breakfast, or other ‘in-between’ dining times when
they have breaks from classes.
[One thing] I don’t like about Ban Righ is that they stop breakfast at 10:30 and a lot
of my breaks are then so whenever I want something solid I have to have cereal or
something. It’s just kind of frustrating because that’s when I usually get there and I
kind of wish that there would be something more substantial there and that I could
go and get something (Jeremy).
On the one hand, student participants shared their frustration with having their eating restricted by
hours of operation. While on the other, students were aware that opening the larger dining halls
might not be cost effective. Still, it was important to students that they be able to eat when they
needed to and participants indicated the desire to explore what options might be available for
improving this aspect of the dining halls.
Recommendation:
1. Examine the possibility of increasing the hours of operation for at least one of the dining
halls for students who have to eat late in the evening.
2. Keep a section of the dining halls open between meals so students can study, hang out and
relax, or grab a healthy snack.
3. Consider adding a breakfast option to those dining halls that currently do not have it
(Leonard and Jean Royce dining halls).
# 2 FOOD
[33]

Food is the element that brings students to the dining halls and is that around which their
experiences of these places are structured. Though the research project did not seek to gather
student feedback on the quality and variety of food served in the residence dining halls, student
participants did share a common sense of disappointment and frustration that one could not take a
snack from the dining hall to eat at a later time or could not get ‘to-go’ options. Focus group
discussion also revealed how food options could be quite restricted for individuals with vegan,
vegetarian, or other dietary restrictions.
Several students in the research expressed how their class schedules dictate their ability to eat at
the dining halls and how, in some cases, their class schedule prohibits them from eating at the
regular, scheduled meal times. In the worst cases, students described the frustration with the
dining hall [Leonard] being closed when they are on break from class and their inability to access
snacks. This frustration was often coupled with belief that since students pay a significant amount
of money for the meal passes, they should be able to access reasonable snacks.
I’m sure you have heard about it best being having smaller meals throughout the
day, but with the cafeteria, you want to get as much as you can for one meal. So you
can’t go and have a light snack and come back later. You want to get your money’s
worth (Jeremy).
But then the thing is, they watch you like hawks so you don’t take anything, like you
want an apple for later and they are like ‘ don’t’ stuff your bags’ (Adan).
I feel like they should have apples by the door to take it as you go (Melissa).
Student participants additionally commented on the possibility of getting food “to go” from the
dining halls for times when they are unable to make it to the dining halls when they are open for
service. For many students, this opportunity would complement their studies and reduce the stress
associated with having to coordinate academic responsibilities with dining hall hours.
I have breakfast before that and then I’m in the studio during lunch. I wish there
was a way to take lunch to go or something (Melissa).
I saw someone have a bag of food and then one of the workers came up and was
like, what are you doing, are you trying to take our food She had to show her
permission slip and everything and I was like, well I don’t want to go through that
(Jeremy)!
… sometimes we are in a hurry, and like this morning I only had 15 minutes, I
thought there is nothing portable in the cafeteria so I had to buy something. Like
you can’t swipe you card and get something to go. It’s frustrating (Adan).
Dietary restrictions can complicate the dining experiences of many students, especially when there
are a limited number of meal options. This issue was raised by student participants who felt that
while the quality of the food they could eat was reasonable, there were few alternatives to the
[34]

standard meals. As the quotes below highlight, the limitations of food for these students with
dietary restrictions can have an impact on the pleasure of their dining experiences.
Melissa: There isn’t that much variance, for the vegan and vegetarian meals it’s like
always rice and vegetables and it’s always like that.
Facilitator: And it’s always like that
Melissa: Yes, it can get really repetitive…. It would be nice if they could mix it up.
Adan: I can add to that, for halal food, they just have one type of burger that’s it,
nothing else, just a burger.
Recommendations:
1. Expand the options for a “grab-a-snack” section in the dining hall from which students may
take a healthy snack option to consume at a later time.
2. Offer a program through which students can pack meals “to go”. This would help meet the
dining needs of students who have responsibilities that take them away from the dining
halls during meal times.
3. Provide a greater range of food for those with dietary restrictions including, vegan,
vegetarian and various religious practices.
#3 SUSTAINABILITY
Emerging from focus group discussions with students was a generalized concern for issues of
sustainability in the residence dining halls. In particular, students commented on the amount of
waste produced in the dining hall. Two of the examples provided by students of waste include food
waste, as well as the waste associated with serving dishes (including trays, plates, and glasses). In
fact, throughout discussion, student participants deliberated the connection between the two
aspects of sustainability.
For many students, actually seeing the amount of food that gets wasted was a troubling experience.
It was also a thought-provoking experience to consider the amount of water that is used in the daily
operation of the dining halls. Reflecting on these points, students shared:
It reminds you of how detached you are from the actual production and that this is
being mass cleaned and there is so much to be cleaned (Melissa).
[35]

Also on the picture you can see the plate and the waste in the cafeteria. It’s really
frustrating for environmentalists. I don’t know. I wanted to get a photo of the
conveyor belt but didn’t. People take a sampling of like 5 different meals they will
just put it all back then and waste it (Adan).
They are doing this to reduce waste [provide small glasses], but usually we take
more glasses. If they had bigger glasses they might waste some of it, but not all.
Whereas with these glasses, we waste more. You sometimes don’t even touch a
whole glass (Jeremy).
One effort that was brought up in the focus groups as a means for reducing the waste produced in
the dining halls, as well as improving the overall sustainability of the spaces was the “Trayless
Tuesday” program. In an effort to reduce the amount of wasted food and water, and to bring
attention to the production processes of dining hall, this program has students dine without a tray
to carry their food. While some students expressed frustration with the program, noting the added
time it took to get food, especially at peak hours, others lauded its principle and believed it was a
worthwhile program.
Trays make it feel like a cafeteria …. They are usually rough, you know the tray has
been around (Jeremy).
[36]

Back to “Trayless Tuesdays”, and maybe just to put another spin on it, maybe it is a
good initiative where students can all band together and work together. Maybe that
is a good approach…also community might be enhanced (Chloe).
While we were eating, the students against wasting food came around, and like
talked to us about it, and explained why they were doing it and how much we were
saving, and they asked what we thought, and gave us surveys like we all talked
about it, and everyone at my table was all for it….I didn’t hear anyone at West
complain….everyone took less, and everyone finished their plate too….cause food
waste drives me mental, so I like this so much (Karen).
On a similar note, one participant commented on the student-launched, Soul Food program that
delivers excess food portions to local area shelters, commenting that increased awareness of the
program could mobilize students to act more sustainably in the dining halls.
So it’s better if there is less excess food, but it’s good to feed the homeless in
Kingston. I think it would be a good idea to tell people about that (Adan).
Recommendations:
1. Promote waste-reducing programs that inform students about issues of sustainability and
social awareness.
2. Educate students on just how much food goes to waste, etc.
3. Assess the sustainability of using small drinking glasses in the dining halls.
#4 SPECIAL EVENTS
Student participants commented on how the dining halls can become boring, tedious places after a
while, and how special programming can add interest. In particular, special programming was seen
to provide opportunities to build student community, promote diversity, and educate students on a
variety of topics.
Students in the research project expressed how the special events offered at the dining halls serve
to build student community. In their contributions, they note an increase in interactions with
different individuals, including students and staff, and enhancement of the overall atmosphere of
the dining halls.
[37]

It's just a change from the boring dining hall. It's a change from just being there to
eat and going to be there, it's also like being involved (Mark).
Karen: If we think about it… if we were back in our home towns we would go out
with our friends like once per month and we only get that here is we plan it….the
events make you more social. You’re more likely to invite someone to go to that than
a regular meal...
Facilitator: ...and it sounds like it is pretty cool when it happens
All Participants: Yeah, for sure.
If they had theme days like Halloween for example... We went to Leonard, everyone
was in costumes and it was so much fun and it gave you an opportunity to talk to
someone, commenting on their costume, and it wasn’t organized. Chef Michael was
awesome, you were talking to everyone and it was very exciting. Everyone is here
and excited about the new food, whereas normally at Leonard it’s like look straight
ahead, get your food and go back to where your friends are (Adan).
Even in Leonard on Wednesday’s they have theme nights. Anything like that gets me
excited and people talking. It’s something different (Natalie).
It might be really good to maybe do some different theme nights in the café, because
that really like draws people in and people feel really at home and there is this kind
of togetherness…even when it is kind of simple like a theme night it really helps
(Ray).
…When you go into Leonard they usually have things that show what is going on.
Like at Halloween, they had pumpkins here, and then they had corn and everything
and usually this is very up-to-date. And I find that this really creates a sense of
community, because especially for 1 st year’s, because we don’t know what is going
on, so with this being the first thing that you see when you go in, then you tend to be
able to find out what is going on (Geoff).
To date, the range of special programming offered in the dining halls has been a pleasant surprise
for students who are open to learning about different cultures and ways of life. According to one
student participant, these events promote the inclusion of a wide range of identities.
[38]

I managed to go on a day when there was the South Pacific group…or something
like that. They were doing a performance. I thought that was really neat. I thought
that was a good way to kind of represents inclusion… (Samreen).
The dining halls may also use programming to educate students on a wide array of topics. Several
students who were in the dining halls during the AIDS awareness campaign noted how it can be an
effective way to share information and make a small difference in a student’s day. By advertising
different activities around campus, students also feel connected to the broader university
community and have more opportunities to socialize with a variety of people.
That was AIDS day thing and that’s not really a decoration, but I found that just like
things like this really make a difference (Betsy).
All the tables have these little signs here…and this one is talking about AIDS, and it
just shows that people …different orgs and different clubs within the university use
them to advertise and promote different things that are going on around campus…
(Amanda).
Recommendations:
1. Organize major theme nights or special events each month. Advertise them widely so that
students can make plans to attend and/or participate.
2. Provide opportunities for students to showcase their talents. These events may be in
addition to those larger scale events that include dining hall staff and require a greater
amount of organization.
3. Involve students in the process of planning and executing special program in the dining
halls.
[39]

#5 EXPAND THE “USER GROUP” PROFILE OF THE DINING HALLS
The findings of this research project support the claim that the presence of different bodies within
the dining halls promotes diversity of interaction and adds interest to the experiences of the place.
Reflecting on an encounter with a faculty member, one of the student participants expressed great
excitement.
Facilitator: So that was kind of exciting
Mark: Prof Rose in Ban Righ, of course it’s exciting!
All Participants: Yeah!
Survey responses from faculty also support the diversification of bodies and identities in the dining
halls. According to those findings, two thirds of faculty respondents could see themselves
frequenting the dining halls more often. Of those respondents, two thirds reported that they would
visit on a weekly basis, while the remaining one third indicated that they would lunch in the dining
halls on a monthly basis. Faculty participants also commented on the potential to increase the
number of faculty members, staff, and graduate students who would frequent the dining halls if the
cost was reduced to a more affordable level.
Recommendations:
1. Provide meal plans that suit the needs of faculty, staff, and graduate students.
2. Develop a meal pass system that allows other university user groups to purchase a pack of
one-time use passes for lunch and/or dinner in the dining halls.
3. Promote dining hall programming and special events campus-wide so that other users are
able to attend.
[40]

Social Interactions
Meal times are conventionally a time when families, couples, friends, and colleagues come together
to share in good food and good conversation. Socializing over food is one of the most common
social interaction activities, and for this reason it is important to create an atmosphere where
individuals feel comfortable and relaxed. In this sense, food can be seen as the vehicle through
which social interactions, and ultimately communities, are formed and fostered. The dining halls at
Queen’s University serve thousands of young adults, many of whom are away from home for the
first time. Under these circumstances, dining halls and residences are ideally situated to facilitate
supportive and positive experiences for new students. In fact, universities are responsible for
ensuring that students (especially those in residence) are being provided all of the necessary
supplies and tools to lead a healthy and meaningful life while at school. As such, the role of the
dining halls should be seen as being one that nourishes students, not only in body, but also in mind
and spirit.
Student participants discussed their social interactions within the dining halls in three primary
ways. These included: interactions with other students, interactions with dining hall staff, and
interactions with faculty members and graduate students.
#1 STUDENTS WITH STUDENTS
Student participants discussed a variety of dining experiences and the social interactions that
accompanied them. For students, and especially those who are required to purchase a meal plan as
part of the conditions of their living in residence, the provision of a comfortable atmosphere in
which to spend time with their friends is highly important and has significant impacts on their dayto-day
lives.
I know a lot of people in 1 st year, what they are really concerned about is going to
the dining hall alone. No one really wants to do it, and so I took a picture of
someone sitting alone in Leonard, and usually in Leonard when people sit alone,
they tend to sit in booths. I think this makes them feel more secure as opposed to
[41]

sitting by yourself at a big open table, in a big open space, and where everyone can
see you. Then in Ban Righ, people tend to sit alone more, and I think it is like what
he said before: you just feel more included…like you don’t really stand out as much
at Ban Righ, than you do at Leonard (Samreen).
Participants noted how the individual dining halls are distinct with respect to the types of social
interactions they facilitate
Facilitator: Would it be fair to say that at Leonard it’s a place that you bring your
community instead of making one
Adan: Yes, very much, I have not yet met one people outside my community at
Leonard, you go as a group and stay together
Facilitator: Is that more common at Ban Righ to do that
Jeremy: At Leonard I feel like you do stay in groups and it’s hard to situate yourself
otherwise. You go to eat with your friends that’s it, it’s not welcoming, but at Ban
Righ there are more people eating by themselves and it’s easier to go up and ask to
sit with them and start a conversation. [It] feels like at Leonard people are in their
little islands or clichés, but at Ban Righ, people are more open….
Several of the participants discussed how students did not enjoy going to the dining halls on their
own. Sometimes students wanted to be alone to have some quiet time or be able to study, but if the
participant had to go just because they could not find a friend to go with, or if they did not locate a
friendly face while they were there, they felt highly visible and oftentimes exceptionally awkward.
And I think it would be great to go have a meal without caring about being alone.
But I feel like you are pointed out like a black sheep [when you dine alone]
(Melissa).
Participants discussed the strategies they adopted to promote community and several agreed that
residence floor dinners were among the leading options.
[42]

Facilitator: So does your floor plan it in advance to meet for dinner
Betsy: No usually, we just knock on each other’s doors as we go down …and our Don
is really good about that too….about including everyone. So, yeah.
Ray: My floor does that a lot too, so like we have this people in all different
programs and this is like the time we can get together and bond by going to the
dining halls….so that’s really great.
So these are three of my friends on my floor, and we had gone for a floor dinner, and
I know that with a lot of my friends, they tend to go with their floor….Leonard is a
great place [for this] because there is so much room, and so much space, and it is
just a lot of fun to go down with your floor…and these are my friends (Karen).
Participants who regularly dined at West campus found Jean Royce dining hall to be a relatively
comfortable space for social interactions. Participants indicated that because they shared a
peripheral position at Queen’s, that perhaps this made them feel more like a community. One
participant shared that: “on West you go alone with the intention of finding someone” (Geoff). This
is compared to comments on Ban Righ dining hall where: “you go alone, you eat alone” (Geoff).
It was apparent from focus group sessions that participants valued their social time within the
dining halls. To them, dining halls are an extension of their residence (or home), and as such it was
important to feel comfortable, welcome, and a member of a community. Unfortunately, as the
contributions of participants show, the dining halls at Queen’s serve better as meeting places than
as places of meeting. To be social, students must bring their communities with them or arrange in
advance to meet people at the dining hall if they wish to engage socially.
According to student survey responses, students feel that community is most easily promoted
among students in the dining halls. In fact, 88% of respondents agreed that the dining halls promote
some level of community, while the remaining 12% felt it did not.
Recommendation:
1. Develop ways of building community within the dining halls. For example, create
regular programming that facilitates student interaction.
2. Develop ways of creating new friendship opportunities.
[43]

#2 STUDENTS WITH DINING HALL STAFF
OK, I think I mentioned that at the end of the last section that interactions between
the staff and us going in there really need to be different and it's really true. I find
that when they go in there, swipe their card and they smile and say have a great
day and some of them do, that really does put you in a good mood…and even the
staff behind the counter…when they have a big smile on their face it makes you feel
welcome and really at home. But then when you have the ones that look frazzled
and looking really stressed out, even though that it understandable, I thought that
really impacts how you feel when you’re there... (Betsy).
It is important to keep in mind that dining halls are both a places of nourishment for students, and
of employment for dining hall staff. Discussions with students reveal that the interactions between
the students and staff significantly influence the dining experiences of students in positive and
negative ways.
An overarching component of the interaction between students and staff that arose in this study
was the impact that staff members have on students within the dining halls.
Facilitator: So the staff really can impact on your experience, in the way they do
their job.
Geoff: I try my best not to have to interact with the servers…because even when I go
and like there is not even anyone in the café, I don’t know why they have to be in a
bad mood…
Natalie: They’re like testy…
Geoff: Yeah, and I just went to where they serve the eggs and waffles and I saw
something and asked what it was and they just said “well, there’s a sign there”…and
they were rude…and I don’t want to start my day off that way. I mean there was no
one else there, so I don’t know why she couldn’t just answer me… [other students
agree]….
Karen: I would even be happy to have a conversation…Like I know they are not like
professional servers or chefs or anything, but part of the food service industry is
that you are supposed to make the people you are serving feel comfortable [group
consensus]….
Once participants began discussing their negative interactions with staff, some students felt
comfortable enough to share their stories of previous experiences at specific food service stations.
In the course of this discussion students recounted that numerous other students had been treated
rudely.
Samreen: Like at X station, they alternate people, and there’s one [worker] who just
has bad days everyday….he’s always like “oh, you teenagers, you’re so ungrateful”
and he’s always like …
Facilitator: Does he actually say that
[44]

Samreen: Yeah, and the girl next to me said “can I please have like pork with
whatever” and he’s like, “see, this is how you are supposed to treat people, by saying
please and thank you”…..and in my head I am thinking like everyone in line says
please and thank you…
Amanda: Yeah, I generally find Queen’s students very polite.
Samreen: Yeah, so I don’t go and get [food] if he is working…not when he is there.
Amanda: That guy is horrible. He totally embarrassed me one day, like I was in the
line and all I wanted was veggies and I didn’t want any sauce because they all have
dairy and so I was like here are my vegetables, can you do them for me please And
he was like “okay!” [raising his voice] and then cooked my thing…and I said I only
wanted only the one thing, and he was like “what You don’t want anything else”
And everyone was like staring at me, and I just wanted to get out of there….I don’t
know, I just felt like please, don’t draw attention to like my weird eating habits, I
mean I just wanted something plain….that’s what I wanted that day….
Student participants in a different focus group also had similar complaints about negative
interactions with staff.
Melissa: If they are happy about it, it just makes the meal all that much better
Adan: Or if they joke about it, that’s great too
Jeremy: If someone just yelled at you….then like…the [naming a food station] people
yelled at me once…because I was trying to have two bowls of vegetables and you’re
only allowed one, because of some calculation they do at the end of the day, okay I
understand that, but they didn’t tell me that, and then someone just yelled at me,
but then I have to go eat it…and it’s like “but you didn’t make this with love”
(laughter)
Facilitator: … or even with just common respect
Melissa: This is a service and they should at least try to be civil…I find that at [one
dining hall], that everywhere you will see these really depressed workers, and they
will like drop something and then stand there and stare at it and like swear under
their breath and that is so depressing….
These sentiments were also shared by the third group of students:
I feel like a lot of the workers are standoffish, some are nice, but others are on edge
or don’t’ like children (Jeremy).
Besides instances where students were being treated overtly rude by dining hall staff, the feeling of
being watched was noted by participants as adding to the uncomfortable nature of the dining halls.
Facilitator: Is there anything else that makes you feel awkward or anything
Ray: Unhappy workers…Yeah, obviously.
Betsy: That will always happen
[45]

Ray: And I don’t really like how there is a lady in Leonard who is always watching
everything…she is like going around and just waiting for someone to attempt to
take something. It is like stop, you are making me feel uncomfortable just eating
my meal….just go away.
Several student participants also identified feeling alienated from the food they were eating and the
institutional nature (and production-line feeling) reinforced this type of feeling.
Melissa: I think the answer there is that in Ban Righ its more one on one, but in
Leonard it’s us against them, like we are the students, they are the workers, they
just slide food out. It’s what it is. You can’t tell them I just want the chicken in this,
you can’t create your own meal, you have to take what you get.
Facilitator: Seems like when you have the negative feelings there, it’s when you are
being treated as part of a conveyor belt, students moving around , shoving the food
at you. Whereas when you have a positive experience with the staff it’s when you
are treated like an individual, when they acknowledge that you are a person and
deserving of a hello
Adan: That is part of the reason I came to queen’s. I didn’t want to be a number. I
didn’t want to go to U of T because it’s so big. You come to Queen’s, you see people
you saw before. I really don’t like being the one face out of thousands.
Melissa: I think that themes and even if they had Leonard survey/question of the
day…Or going up asking people…Someway to include people. In Leonard there is
such a division…Being alone or in groups, workers, students, so many divisions. They
need to bridge them together somehow.
Equally as powerful for students were the positive interactions they had with dining hall staff.
Participants shared how good it felt when the first staff member they saw was welcoming, smiling,
and pleasant.
Adan: That is the reason I couldn’t get the picture I wanted to take but it’s the fact
that when you walk in, it’s a good thing, you get your student card, they swipe it,
smile back at you, gives you a positive vibe when you get in there.
Melissa: It’s kind of maternal and makes you feel good. Like if they say have a good
day or some comment, it goes a long way.
[46]

This is a new photo of the swiping card things. I love those people, they are the
highlight of the staff for me. They are always very welcoming. I’ve had maybe one
bad experience with them. They are very maternal, it is homey. There’s almost
always the same woman working in the morning at Ban Righ. It’s so nice (Betsy).
Staff there are always really friendly, a couple days ago my friend forgot his cell
phone in there and they were cleaning up the café, and one of the ladies called me
asking me if I could bring my friend to get his cell phone. So like they are always
willing to help, and I guess that just adds to the whole experience of being in a cafe,
well not really in a cafe but being in a place where you feel included accepted, yeah
(Mark).
Initial interactions with staff really set the tone for student experiences of the dining halls.
Regardless of the dining hall in which they eat, students report feeling good when staff treat them in
a welcoming and friendly manner, and feeling upset when they have a negative interaction. The
extent to which students are impacted by staff highlights the importance of ensuring staff
awareness of the vital role they play in the atmosphere of the dining halls.
According to student survey results, community-building with staff was seen by about 70% of
respondents to occur in dining halls to some positive degree. This is compared to the remaining
student respondents who answered that community building did not occur between staff and
students in the dining halls. These survey results indicate that a sense of community among
students and staff is less likely to be experienced than among students.
[47]

Recommendation:
1. Strive to understand how interactions between students and staff influence student
experiences of the Dining Halls and enhance the awareness of the importance of
respectful social interactions.
2. Equip each dining hall with a user-friendly means of providing comments and
suggestions about service and customer service.
3. Increase customer service training for dining hall staff.
#3 STUDENTS WITH FACULTY AND GRADUATE STUDENTS
Participants enjoyed the presence of graduate students and faculty members within the dining halls
(who in many cases were faculty members who volunteered to dine on two different occasions at
dining halls on main campus). While they were present, researchers observed how students
reacted and noted that students did not appear to be uncomfortable by the presence of faculty and
in fact, some students seemed pleased to see faculty members dining in their company.
One student even managed to take a photograph of a faculty member at lunch, which he later
shared during a focus group.
Mark: I have one more [on left in photograph], which I thought was
hilarious…okay, so this is Professor Rose
Natalie: Oh, the best ever!
Mark: So yesterday I was eating with a friend and she say “yeah, so I was standing
behind Prof Rose” and I said “what Prof Rose is in the café” So I go up and the
[48]

one on the right was talking to a student, so this just shows that the profs eat in the
café and I think like he was okay with a student coming up and asking him a
question, and so the café is not just a place t o eat, you can go there and your Profs
might be there, you can get help, or say hi, and get to know them…
Professor Rose was a popular topic of discussion among the students in the focus group and they
expressed how his presence (and that of other faculty members more broadly) enhanced their
experience of the dining hall.
Mark: It’s a good thing, because like if they feel comfortable….sitting in the café
with all of the students…
Geoff: Yeah, it’s a really good thing.
Facilitator: Does that have the effect of making you feel more comfortable
Geoff: With approaching them Yeah.
Mark: Like if you see them in your environment, like before you may have been
worried about approaching them otherwise, but when you see them you think, “Oh,
he’s just like us, and so…”
Geoff: It just draws you closer….
Amanda: And to think that they come to the café on purpose….
Comments from students about feeling better about the dining halls because faculty members are
present also parlayed to graduate students:
The cafeteria is non biased towards upper year students. They make it very easy to
have a meal plan or just pay and have a lunch on campus. I even met a fourth year
masters of French in the cafeteria, I feel like you can meet a very diverse set of
people in the cafeteria and that’s what I like. I can meet other people, ones that I
normally don’t see in my lectures and stuff. I get to see different people (Chloe).
Beyond the desire to meet and bond with their peers, the contributions of student participants
illustrate that they enjoy the presence of other university members in the dining halls. Different
bodies within the dining halls reduces the levels of isolation felt by students, and exposes them to
different types of social interactions, both of which contribute to students’ overall health and
wellness.
Community-building between students and faculty members and University staff was reported as
least likely by student survey respondents. According to survey results, only 45% of students
reported some level of community facilitated among these groups, while the majority (55%) felt
that the dining halls did not promote community.
[49]

Recommendation:
1. Create more opportunities for faculty, university staff, and graduate students to make
use of the dining halls.
2. Create programming that brings university members together, regardless of their
positioning within the university.
3. Advertise special events and invite faculty and graduate students and other members of
the Queen’s community.
[50]

Conclusion
Residence dining halls at Queen’s University provide more than nourishment for the University’s
students. Dining halls are places where students relax, socialize, learn, live, and make lasting
connections with their peers. Student learning takes place in and across the entire campus, not just
in classrooms and academic buildings (Kenney, Kenney, & Dumont 2005). For this reason, it is
important that dining halls are appealing to students and facilitate opportunities for learning and
community-building.
Through the use of qualitative research methods, including photovoice, this research project has
investigated the ways in which dining halls are experienced by students in positive and negative
ways. It has sought to understand how students feel within the space of the dining halls and the
factors that influence these feelings. The findings that have emerged from data collection fit into
three broad themes that include: the physical space, dining hall operations, and social interactions.
As evidenced by the student contributions in this report, different bodies enhance the enjoyment of
the dining halls. In fact, students expressed excitement over the presence of faculty in the halls, as
well as the increased opportunities for interaction with dining hall staff on special theme nights.
Social interaction played a prominent role in the ways in which students experienced the dining
halls and opportunities to spend time with their friends, converse with dining hall staff, or find
themselves lucky enough to see and talk to one of their professors within the dining halls, were all
elements that participants shared during data collection.
Documentation of the current experiences of students using the residence dining halls is an
important task. For as the findings of this report show, dining halls are a key site of student
engagement and are rich sites for the expansion of the values of the University. This report can also
serve as a vision for the future of the dining halls. Through the provision of recommendations on a
wide variety of topics pertaining to the potential of dining halls, this report highlights some of the
key gaps in meeting the needs of students who are using the dining halls. The recommendations
offered by students, or extrapolated from their contributions, touch on some of the most important
elements in building student community and social capital. Addressing these concerns represents a
key opportunity for Student Affairs and the University to engage their strategic plans and meet the
needs of their students.
[51]

REFERENCES
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Agriculture and Human Values. Vol.16.
Arias, C. 2009. Sustainable Dining: Colleges and Corporations Take a Fresh Approach to Food. Food,
Inc. Vol.2(4).
Bell, D. and Valentine, G. 1997: Consuming geographies – we are where we eat. New York: Routledge.
Everett, J. 2008. Sustainability in Higher Education: Implications for the Disciplines. Theory and
Research in Education. Vol.6(2) p.237-251.
Feagan .2007. The Place of Food: Mapping Out the ‘Local’ in Local Food Systems. Progress in Human
Geography. Vol 31(1) p.23-42.
Harper, S. 2008. Creating Inclusive Campus Environments for Cross-Cultural Learning and Student
Engagement. United States: NASPA, Inc.
Hassanein, N. 2003. Practicing Food Democracy: A Pragmatic Politics of Transformation. Journal of
Rural Studies 19, 77–86.
Hay, I. 2005. Qualitative Research Methods in Human Geography. Second Edition. Melbourne: Oxford.
Hendrickson, M. and Heffernan, W. 2002. Opening Spaces through Relocalization: Locating Potential
Resistance in the Weaknesses of the Global Food System. Sociologia Ruralis. Vol.42 p.347–
69.
Hurtado, S.R., Milem, J. Clayton-Pederson, A. & W. Allen. 1999. Enacting Diverse Learning
Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ASHE-
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Washington University, Graduate School of Education and Human Development.
Kenney,D., Kenney, G. & R. Dumont. 2005. Mission and Place: Strengthening Learning and
Community through Campus Design. Westport, CT: Praeger Press.
Lappé, A. 2009. Cafeteria Consciousness: Concerned About Global Warming, Students Are Pushing
for Change- In their Dining Halls. The Nation. September 21.
Manning, K. and P. Coleman-Boatwright. 1991. Student Affairs Initiatives toward a Multicultural
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Shaffer, C.R. & K. Anundsen. 1993. Creating Communities Anywhere: Finding Support and Connection
in a Fragmented World. New York: G.P. Putnam’s & Sons.
Unknown. 2008. Campus Dining Halls Eliminate Trays, Aim for Zero Waste. Biocycle. Vol.49(11).
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Wang, C., Burris, C.M., & Y.P. Xiang. 1996. Chinese villagewomen as visual anthropologists: A
participatory approach. Social Science and Medicine. 42: 1391-1400.
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[53]

APPENDICES
FACULTY PARTICIPANT SURVEY
1. Please rank your overall satisfaction with the following aspects of your dining experiences at the dining
halls.
Very Satisfied
Satisfied
Neither Satisfied Nor
Unsatisfied
Unsatisfied
Very Unsatisfied
decoration of the dining halls Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
style of the seating Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
food selections Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
set up of food stations Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
interactions with staff Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
feelings of being welcome and
comfortable Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
being able to meet up with
friends or colleagues Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
convenience of the dining hall
locations Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
fostering a sense of
community Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
meeting your overall dining
needs Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
2. When you were in the dining halls, did students engage in discussion with you
Yes/No/Decline to Answer
If yes, who initiated the conversation
I did/They did/a colleague did/Decline to answer
3. Please rate you experiences of the following on a scale from 1(not at all) -5 (very)
The staff were friendly: 1 2 3 4 5
The staff were helpful: 1 2 3 4 5
[54]

4. Please rank the following elements of the physical space of the dining hall in order of what you feel makes
it a more appealing place to be
Ranking
a range of seating options
Ranking
art and displays on the walls
Ranking
televisions
Ranking
table displays (ie. tent cards)
Ranking
lighting
Ranking
furniture design
plants and other natural
decor
Ranking
Ranking
music
Ranking
other (add below)
Ranking
5. Can you see yourself frequenting the dining halls more often
Yes/No/I don’t know
If so, how often can yourself going
Once a term/Once a month/Every two weeks/once a week/every day/decline to answer
If not, why
6. Are there any other comments you would like to share about your experiences
[55]

ONLINE SURVEY FOR RESIDENCE STUDENTS
1. Dining halls provide a range of services for students. At Queen's there are three residence dining halls
including Leonard, Ban Righ and Jean Royce. Please rank your overall satisfaction with the following
aspects of your dining experiences at the dining halls.
Very Satisfied
Satisfied
Neither Satisfied Nor
Unsatisfied
Unsatisfied
Very Unsatisfied
decoration of the dining halls Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
style of the seating Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
food selections Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
set up of food stations Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
interactions with staff Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
feelings of being welcome and
comfortable Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
being able to meet up with
friends Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
convenience of the dining hall
locations Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
fostering a sense of
community Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
meeting your overall dining
needs Very Satisfied Satisfied
Neither Satisfied
Nor Unsatisfied
Unsatisfied
Very Unsatisfied
[56]

2. Think about a average week that you use the dining halls. Out of a total of 100%, how is your time spent in the
dining halls during this typical week Which of the dining halls are you most likely to under these circumstances
How comfortable do you feel there
Percentage of
Time
Which Dining Hall do you typically use
How comfortable do you feel there
I dine
alone
Percentage of Time Which Dining Hall do you typically use How comfortable do you feel there
I dine
with one
friend Percentage of Time Which Dining Hall do you typically use How comfortable do you feel there
I dine
with two
friends Percentage of Time Which Dining Hall do you typically use How comfortable do you feel there
I dine
with
three or
more
friends
Percentage of Time Which Dining Hall do you typically use How comfortable do you feel there
3. Please rank the residence dining halls according to the following criteria.
Most frequented
Most Preferred
Leonard Dining Hall
Most frequented
Most Preferred
Ban Righ Dining Hall
Jean Royce Dining Hall (West
Campus)
Most frequented
Most frequented
Most Preferred
Most Preferred
4. How well do you feel that the dining halls promote a sense of community
Very Well
Somewhat well
Neither well not
poorly
Somewhat poorly Very Poorly I don't know
Among students Very Well Somewhat well
Neither well
not poorly
Somewhat
poorly
Very Poorly
I don't know
Among students and dining
hall staff Very Well Somewhat well
Neither well
not poorly
Somewhat
poorly
Very Poorly
I don't know
Among students, University
staff, and faculty members Very Well Somewhat well
Neither well
not poorly
Somewhat
poorly
Very Poorly
I don't know
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5. Do the dining halls provide you with opportunities to meet new people (people outside of your usual group of
friends
YES/NO/I don’t know
6. To what extent do interactions with staff positively or negatively affect your experience of the dining halls
Alot
Somewhat
Neutral
A little
Not at all
I don't know
7. What are the impacts of negative and/or positive interactions with dining hall staff
8. Please rank the following elements of the physical space of the dining hall in order of what you feel makes it a
more appealing place to be
Ranking
a range of seating options
Ranking
art and displays on the walls
Ranking
televisions
Ranking
table displays (ie. tent cards)
Ranking
lighting
Ranking
furniture design
plants and other natural
decor
Ranking
Ranking
music
Ranking
other (add below)
Ranking
Other (please specify)
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9. Have you been in a dining hall during any special programming (for example dance show, theme night, special
dinner)
YES/NO/I Don’t Know
10. If there was to be more special programming in the dining halls, how often would you like to see it
Once a term Once a month Twice a month Once a week
dining hall related
programming (ex. cooking) Once a term Once a month Twice a month Once a week
I would not like to see
special programming
I would not like to
see special programming
social programming involving
students and staff (ex.
costumes for Halloween)
Once a term Once a month Twice a month Once a week
I would not like to
see special programming
student talent (ex. dance show
or live music) Once a term Once a month Twice a month Once a week
I would not like to
see special programming
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For more information, please contact:
Website: www.queensu.ca/studentaffairs/
Jennifer Massey, Coordinator, Assessment & Evaluation
Student Affairs Office
300 Gordon Hall, 74 Union Street,
Queen’s University, Kingston, ON K7L 3N6
Tel: 613-533-6000 ext. 74022
E-mail: masseyj@queensu.ca
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