In daily-life of a student, the time spent to access university resources on campus takes a significant part of her/his regular agenda. The resources, in a wide sense, are all of the facilities expected to serve for students. It is also possible to subtitle them by dividing into three main categories: general resources (like main library, dining halls etc), local resources (like branch libraries, c stores, etc.) and spot resources (like teller machines, phone booths etc.). In plan layout of a campus general resources are located to places having diverse transportation means. The site of this study is a university campus that contains various types of resources like main library, main dining hall, student center and health center. It is declared that there cannot be any restrictions to use these areas under normal circumstances . This asserts the significance of equity of resource use in terms of service and maintenance. The aim of this study is to analyze equity in campus environments with its associations to spatial configurations. In other words, by studying spatial configurations of various resources, this study evaluates the equity concept with its spatial indicators in a campus setting. Geographical Information System (GIS) was utilized as a method of spatial analysis due to the capability of complex spatial analysis it can provide. University layout plan was studied in the resource distribution for each type of resource category mentioned above. The different layers of resource distribution analysis were then combined to illustrate the overall resource distribution. Then, these were divided into two categories according to the proximity of the resources. The resources that were closely situated on the plan were taken as resource centers. The individual resources located alone in between other buildings were defined as single resources. Analysis is based on the time spent to reach different resources from different faculty buildings. For this purpose, the pedestrian zones providing the access to these resource areas were defined. Following these routes, the effect area of the resource center and other single resources are categorized according to the time one needed to spend by pedestrian access. The time spent to reach different resources from different faculty buildings have clear connection with the term equity in terms of spending more time to have the same resource. Four types of zones were recognizable on the thematic map showing the time spent to reach resources. These were codified in an ordinal scale from highest accessible to least accessible. For scaling-intervals used in this codification, pedestrian accessibility criteria was taken. The first zone refers to the buildings 5 minute walking far from resources. The second zone stands for walking time between 5 to 10 minutes. The third zone shades the parts that it takes between 10 to 15 minutes. The fourth zone refers to the parts, which takes more than fifteen minute walking to access resources. The findings of this research for the specific case studied are as follows: Central resource distribution concept had higher potential for resource equity. However, the practicality of this resource distribution concept was limited because of the linear layout of the campus studied. Thus, decentralization was proposed for an alternative approach to provide research equity. The methodology used has a potential to evaluate different campus layouts in terms of equity of spatial distribution of resources. Moreover, further research based on the same conceptual framework will help generate design guidelines of campus planning by simulating the possible configurations of various resource distributions in campus settlements with different layout geometries.