The Process
Design matters. Space communicates what and how teaching and learning can happen. A significant body of published literature demonstrates that there is a clear relationship between space design, behavior, and student learning. Pedagogy, technology, and space work together to enable learning.
Student and faculty experiences in well-designed learning spaces can facilitate meaningful pedagogy. Such spaces are “student-centered, interactive, integrated, flexible, active learning spaces” (University of Minnesota, 2009). They can take many forms, but typical features include: 1) movable chairs/tables or tables configured into groupings (often referred to as pods), 2) multiple projection/viewing systems, and 3) multiple whiteboards/writing surfaces.
Often, these spaces strive to accommodate diverse pedagogies and what teaching and learning researchers call high-impact practices and engagement indicators: strategies that encourage faculty-student interaction; peer-learning; flexibility; collaborative projects, activities, and assignments; research and writing; and communal, challenging intellectual experiences. With complimentary pedagogy, such spaces invite students’ active involvement in their own learning.
Contact the Learning Spaces Committee to get started.
All stakeholders get an opportunity to provide feedback and revision of the proposed design. Your opinion matters.
It’s time to work together. The LSC meets with users and stakeholders in the space to ensure all needs are met.
At the end of this process, we have collaboratively created an evidence-based design recommendation that prioritizes pedagogical needs; flexible instruction and room layout; accessibility for all students; and durability for long-term benefit.