Educational equality has been an important and relevant issue in recent years, especially as tuition increases at colleges and universities make it increasingly difficult for low and middleincome families to afford education for their children. There are even more issues of educational equality that come into play once a student matriculates at a chosen school. This paper focuses on this area, expanding on existing literature that details family income’s impact on undergraduate behavior.

While the depth of a room in a building has often been found to lead to reduced interaction, this was not the case in Noyce Science Center in May, 2009. Facilities available to students were important to room use, and corresponded, in part, to student opinion on study preferences. While study areas separated the science majors, they did not exclude non-majors and underclassmen. In fact, more non-science-majors use study areas in Noyce than do science majors, though science majors spend more time in these.