360_rethinking higher education spaces issue60

7/31/2019 360_Rethinking Higher Education Spaces Issue60

1/40

The magazine o workplace research, insighT, and Trends issueall 2010

360sTeelcase.com

14 pushing the edges:

the d.school22 Who ae todays students?29 Sustainability Spotlight

33 School Pide34 Tends36036 Atoms & Bits

rt het s

30 Q&AD. Deboah Loewenbeg Ball, dean o the Uniesity

o Michigans education school, on what classooms

should be.

04 Innoation Entes the Classoom 16 Maing Noise in the Libay 24 Leaning Spaces All Oe Campus


2/40

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3/40360steelcase.com Education

all 2010

360 Magazine is pubished qurtery by Steecse Inc. a rights reserved. Copyright 2010. Mteri in this pubiction my not be reproduced

in ny orm uness you rey wnt to hep peope ove how they work just sk us rst, oky? Contact us at [email protected]

Cover photo: Eieen Brroso;

am Mte r scupture on the s teps

to low librry, Coumbi University

FEATUrE

2 rethining Highe

Education Spaces

as coeges ook to de

with new teching methods,

chnging technoogy, nd

new genertion o students,

spce pys key roe in higher

eduction. We tke ook t

three key spces:

4 Innoation Entes

the Classoom

No spce on cmpus is more

in need o new thinking thn

the cssroom. ortuntey,

orwrd-thinking eductors

nd designers hve begun

to remke the cssroom.

14 Pushing the edges:

the d. school

a.k.. Stnords Hsso

Pttner Institute o Design,

this unconvention erning

center uy everges spces

nd urnishings in unexpected

wys to hep students ern

to innovte.

16 Maing Noise

in the Libay

librries re more popur thn

ever, but its not becuse o the

books. Insted, students ook

or ccess to inormtion,

erning ssistnce, nd pce

to meet nd work with peers.

22 Who ae

todays students?

Genertion is bout geogrphy

s much s chronoogy, nd

recent Steecse reserch

in Indi nd Chin documents

how young peope in these

two importnt countries re

exerting their infuence nd

chnging our word.

24 Leaning Spaces

All Oe Campus

To better everge cmpus re

estte, coeges re prepping

in-between pces, rom

hwys to ces nd ounge

spces, s pces where

erning cn hppen.

DEPArTMENTS

29 Sustainability Spotlight

Coumbi University sustinby

demoishes our-story buiding

nd t the sme time trins

peope in recycing, reuse, nd

surpus mngement.

30 Q&A

Deborh loewenberg B,

den o the University oMichign Schoo o Eduction,

noted resercher, nd techer

o both coege nd eementry

students, expins how spce

cn better support instruction

nd instructors.

33 School Pide

a Detroit pubic schoo is

sved rom cosing by n

injection o vounteer work,

donted products, nd the

ttention o new NBC-TV

show, School Pride.

34 Tends360

Keeping up with new ides

nd trends rom YouTube

instruction videos to

students biggest compint

bout cmpus nd why one in

three reshmen wont be bck

next yer in bite-size orm.

36 Atoms & Bits

Net stu both digit nd

nog: mobie pps, cebook

nd Twitter sites, nd reserch

ppers worth checking out.



all 2010

INTrODUCTION

All ages are

o to college.



all 2010

Gen Y students want a degee and a ob,

o couse. Gen Xes and younge Boomes

ae attending gad school and night class to

polish thei sills, while olde Boomes ae

maing uniesity towns ibant, diese,

intellectually stimulating the new etiement

locales o choice.

A big attacto: being whee innoatie

things ae happening. Fo example,

uniesities ae leading the eot to digitize

nowledge and inomation; a oint eot o30 uniesity libaies will soon hae scanned

7 million olumes. Younge geneations

ae always exploing the edges, and Gen Y

students hae bought thei own attitudes

and ideas to campus. They see 21st centuy

sills collaboation, citical thining, content

ceation and analysis, and moe and theye

pushing colleges to pepae them to compete

in the new global economy.

College economics hae changed, too.

(The cost, that is; the couse is still a mystey

to most o us.) The tab o tuition and ees atpiate schools has isen 250% in constant

dollas oe the past 30 yeas, nealy 300%

o public schools. Student and paent

expectations o thei inestments hae isen

similaly. Colleges ae tying to meet those

expectations while dealing with inceases

in the pice o eeything om eal estate

to the pasta in the dom caeteia.

As a esult, colleges and uniesities ae

tansoming thei teaching methods,

econsideing how they use tools andtechnology, and ethining the spaces

whee education happens. Steelcase

eseaches hae studied highe education

o moe than a decade and hae deeloped

a deep undestanding o leaning spaces

and the needs o students, aculty, and

administatos. Based on these fndings

and inteiews with educatos, designes,

and acilities poessionals, in this issue we

conside space and its ole in highe education.

Fist, we loo at how the classoom is being

einented to suppot new pedagogies

that deeply inole students in the leaningpocess. Next, the libay: its no longe a boo

waehouse, but a place o planned and andom

acts o teaching, leaning, and goup wo.

Ou thid eatue examines how leaning spills

into hallways, cas, and common aeas acoss

campus, and stategies o maing the best

use o these places.

Lessons Leaned captues ey insights

o maing college not ust attactie but

poductie o eeyone on campus. And ou

Q&A guest this issue, Deboah Loewenbeg

Ball, Ph.D., head o the education school atthe Uniesity o Michigan and a enowned

eseache and pacticing educato, oes

a unique pespectie on how to impoe the

leaning spaces o both students and teaches.

We hope you enoy ou isit to campus.



all 2010

Innovation entersthe classroom



all 2010

You be mzed, perhps stounded

to ern tht todys cssrooms ook

competey ike the ones you st in ve,

10, or even 50 yers go. Despite

revoutionry technoogy, the inormtion

exposion, nd n interconnected pnet, not

to mention improved teching nd erning

methods, the typic coege cssroom is

xed in time ike museum diorm.

Sure, theres oten computer in the corner

tht cn pu up YouTube video, mybe

even n eectronic whitebord. But the scene

rrey chnges: rows o hrd chirs with

itte tbet rms, writing bord ttched

to the w, n instructors ectern in short,

everything gered to the ecture ormt

deveoped bck when the ony iPd ws

chk ste.

Cn 19th century cssroom design be the

best wy to prepre students or the 21st

century knowedge economy? Now tht

woud be mzing.

a ew cssrooms, however, re escping

the eduction equivent o nd time

orgot. You nd these innovtive spces

t we-known schoos such s arizon

Stte University, the University o Michign,

nd Stnord University, s we s t smcommunity coeges you my not hve herd

o beore. These schoos re reconsidering

the retionships between cssroom spce,

urniture, technoogy, nd pedgogy nd

seeing gret resuts.

Mny eductors sy its bout time. a ot

o cssrooms, in terms o fexibiity, ese

o use, comort, proper ighting, Id give

iing grde, sys Dominique lroche,

director, Oce o the University architect t

arizon Stte University (aSU) nd cuty

ssocite with the Schoo o architecture nd

lndscpe architecture. Technoogy is

ight yers hed o us. The inrstructure

nd the cssrooms re gging behind.

Students tody re r more connected,

r more cie with technoogy thn

students 30 yers go, but schoos hvent

ccommodted wht kids cn do, or

djusted wht we try to do with them.You see students using ptops or other

devices, but the instruction oten isnt

designed to tke up on the ct tht theyre

coming to css with those toos insted

o binders nd pencis, sys Deborh

loewenberg B, den o the Schoo o

Eduction t the University o Michign

(U o M) nd prominent resercher in

eective teching methods.

Json Meneey, proessor in the Coege

o Design, Construction & Pnning t the

University o orid (U), grees tht todys

Want to see something amazing?Visit a college classroom.

Gen Y coege students expect technoogy to be rediy vibe, yet most cssrooms re tech

wstends. Innovtive coege dministrtors re incorporting medi:scpe settings which etstudents shre content nd present their thinking to others t the push o but ton.



all 2010

Genertion Y students hve expertise

nd knowedge, prticury o technoogy

nd soci networking, tht we cn strt

to everge i theyre given voice in the

cssroom, but sys its not the primry

reson to chnge. The probems in todys

word re compex nd the pce o chnge

imposes short she ie to the knowedge

students cquire. We cnt emphsize

knowedge s xed quntity. The

ccumuted knowedge in every discipine

shits so quicky tht wht we

need to tech students, beyond the

cquisition o knowedge, is how to

become probem sovers nd how

to think nd operte when they dont

hve the inormtion.

Most coege cssrooms re set up or

pssive note tking, not the give nd tke

common to knowedge work. We ound

tht most cssrooms re brrier to

erning nd dont support the individu

needs o students nd instructors, sys

Eise Voe, princip resercher with

Steecse WorkSpce utures. Her tem

studied erning spces t dozen dierent

universities cross the U.S., incuding pubic,

privte, nd community coeges.

In mny cdemic discipines, the curricu

re moving to constructivist erning theory

where students ctivey construct mening

when they mke their own discoveries during

the erning experience. Its how coeges

tech students skis or the knowedge

economy: how to work in groups, how tocoborte with others, cretive probem

soving, nd other critic thinking skis.

as resut, coege students tody hve

much greter roe in the erning process.

They spend most three-qurters o their

css time in group discussions nd nery

qurter o their time in group work.

Yet trdition cssrooms, which is to sy

most in use tody, mke working in groups

nd other new pedgogies (strtegies o

instruction) n most impossibe tsk.

I its not written down, n ide cn vnish in mtter o seconds. Whitebords re simpe

nd eective mens or cpturing, evuting, nd shring ides in ny erning environment.

We need to teach students not only how to acquireknowledge, but to be problem solvers, how to thinkand operate when they dont have all the inormation.

Json Meneey

Proessor, University o orid



all 2010

Steecse reserch shows coeges shre

mny common probems:

ging inrstructure most buidings were

constructed in the 1960s or erier

cssrooms buit or ectures, not erning

very imited fexibiity inside cssrooms

student movement is imited (xed

tbet rms, chirs nd tbes without

csters, etc.) interction between students nd

instructors is constrined by spce

nd urniture

technoogy is poory integrted into

the cssroom

support or cobortive erning

is inconsistent or nonexistent

add to those issues spce stndrds tht

re driven by eciency, design process

tht doesnt usuy invove users, nd

too mny other demnds or unding, nd

its no surprise cssrooms chnge t gci pce.

TEACHING OLD CLASSrOOMS NEW TrICkS

as more eductors shi t to constructivist

teching methods, the need to rethink the

cssroom becomes more pressing. Theres

no singe right nswer. Steecse reserchers

ound tht schoos vry in the degree o

chnge thts right or their curricu nd

need rnge o soutions to t desired

erning outcomes. We see it s spectrum

o chnge tht schoos cn expore s they

move to more constructivist pedgogy,

sys Voe. It my rnge rom simpy

chnging the urniture in existing cssrooms

to more signicnt chnge in structure

nd technoogy, the wy to erning

environment tht doesnt even resembe

trdition cssroom.

Cssroom work tody mens studying individuy nd in groups, with both nog nd digit

toos. (Photo courtesy o the University o orid.)

In constructivist erning pproches, students re more engged in the erning proces s nd work

coser with their peers. They spend up to three-qurters o their css time in group discussion.



all 2010

One cssroom, mutipe settings. Mobie node chirs et students

nd techers shit quicky rom ec ture mode to U-shpe set-up or

discussion to working in groups. 89% o the students in this U o M

css sid the node chir improved their concentrtion nd ocus nd

99% sid the chir mkes it esy to move into dierent ctivities.



all 2010

Eductors nd coege pnners sy

the underying need is or fexibiity. The

rtione is simpe. Dierent courses otenuse the sme cssrooms, yet their needs

vry: science csses re dierent rom

Engish discussions or business seminrs.

Techers nd pedgogies vry, so csses

might empoy ecture mode, group set-ups,

individu work rom one css to the

next, or even during the sme css period.

exibiity in urniture, technoogy, nd spce

simpies trnsitions between dierent

modes, csses, nd teching styes.

We ike to oer dierent types o spces

or students to work in so tht they cn be

intention bout wht spce they wnt towork in during tht phse o their process,

sys Scott Doorey, proessor t Stnord

Universitys Hsso Pttner Institute o

Design. So we cn hve students jump

into spce tht hs ow couches when

they wnt to hve discussion or refect.

Or spce tht hs toos i they wnt to

be buiding, or spce tht hs whitebords

nd stoos i they wnt to hve brinstorm

nd be ctive bout shring ides. We try

to give students n environment tht ows

them to be intention bout wht they

need t ny given time.

exibiity is need not ony in cssrooms in

North americ, but in Europe s we. There

is cer need or incresed fexibiity with

erning spces, to be be to reorgnize the

yout ccording to the tsk, the topic, nd

the ctivity, sys Jen-Mrc Jetsch, vice

president, Inteectu Property, Contrcts &

Prtnerships t the University o Strsbourg,

Strsbourg, rnce.

Cssrooms re being designed tht re

s dierent rom trdition cssroom

s tbet computer is rom tbet-rm

chir. Json Meneeys University o orid

cssroom exempies the mutipe rhythms

nd work modes o interctive erning:

working one, in pirs, nd in groups;

empoying digit nd nog toos; using

horizont nd vertic worksurces; being

immersed in nd creting content,

not merey receiving it.

When cssroom supports ectures,

group discussions, nd tem project work,

it not ony supports new pedgogies, it so

mkes better use o re estte, urniture,

nd technoogy.

FIrST STEPS

Using existing re estte, without redesign

nd construction, trdition cssroomscn be mde more fexibe by incorporting

chirs tht support more ctive nd engged

students. I hve 50s-er tbe rm chirs

in some cssrooms. These re chirs I my

hve st in when I ws in schoo. Some

rooms hve chkbords. Some dys I cnt

get enough money or resh cot o pint,

sys aSUs lroche.

Yet student ie hs chnged. Students hve

bckpcks, ptops. You cnt put ptop

on tbet rm, it right o. To provide

more storge nd worksurce, nd support

or more interctive erning stye, lroche

insted Steecse node cssroom chirs

s kind o esy, ess expensive retrot.

The chirs eture djustbe worksurces

nd fexibe sets tht swive, buit-in

storge she, nd ve csters or esy

movement. When lroche showed them to

six instructors, one ws hesitnt to try the

chir but the students convinced her; the

other ve instructors sid, Its bout time.

adding medi:scpe to lernlb environment ets students

present their ptop content t the cick o button.


12/40360steelcase.com Education 0

all 2010

oow-up surveys with students ter week

using the chirs provided denite rections:

51% sid the node chirs woud improve

their cssroom experience, nd 42%

sid possiby it woud. In ddition, 71% o

students sid they ike the unction o the

chir best; 58% sid they iked best its

verstiity, nd 51% sid its comort. Some

students sked or uphostered sets, but

lroche sys, as ciities person, I hve

to think bout upkeep. I ike it tht I cn hose

the chirs down.

She pns oow-up surveys ter the

semester but is convinced the chirs

positive step orwrd or her cssrooms. Its

very innovtive wy o ooking t very od

design nd updting it or this genertion.

WHErES THE TEACHEr?

as proessors embrce constructivist

pproch nd students re ctivey invoved

in the erning process, the proessors roe

evoves rom trdition sge on the stge

to guide on the side, s eductors phrse

it. The instructor becomes both n expert

ciittor who conveys subject mtter

nd mentor who heps students rech

their own understnding o the content

vi sm groups nd inorm individu

converstions with students. They, in turn,

hep guide their peers.

This requires rethinking the cssroom. as

the instructors nd students roes shit, the

cssroom urniture nd toos hep them work

dierenty. Good exmpe: cssroom t

aSU where Ron Br iggs, senior ecturer nd

coordintor o gener chemistry, teches

rge chemistry csses. Weve done

inquiry-bsed erning in the bs or yers,

sys Briggs, but we wnted to incorporte

it into our recittion sections, too. Thts

period beore bs where the teching

ssistnts tk bout the b, students

sk questions nd they work with modes

nd other hnds-on work, short o using

chemics. The cssroom incorportes

projection on mutipe screens, toos tht

ow re-time nnottion o screen content,

urniture tht supports group work, nd

design tht puts the instructor nywhere in

the cssroom: theres no ront o the room

or ectern hes nchored to, so he cn tech

wherever its pproprite. Students re more

engged nd they coch ech other. Try to

nd the techer in the photo o the students

t work, he sys. at ny one time there re

72 techers in this css.

Briggs cssroom is lernlb

environment ( rendering o lernlb

environment is pictured on pg. 9), design

introduced by Steecse three yers go

tht cretes stges or the instructor nd

students s we s spce tht encourges

communiction nd cobortion. It so

immerses prticipnts in inormtion.

lernlbs hve:

projectors nd screens t predetermined

geometry tht breks the trdition

cssroom hierrchy nd gives everyone n

unobstructed view

xed nd portbe whitebords nd

dispy screens tht support inormtion

immersion nd retention

spces nd urniture tht support dierent

erning processes nd styes

aSU is one o the rgest universities in the

country, but budgets nd re estte re tight

here, s they re t every coege. So Briggs,

in cobortion with other aSU cuty nd

st, mde n educted bet, i you wi: they

trded six 24-set cssrooms or the chnce

to rehb 1,623-sq.-t. room ( dereict

ecture h, Briggs cs it) into lernlb.

ASU LeanLab: Bottom Line

Redesigned classroomNew urniture & technology

+ New pedagogy

Higher grades,better retention, and$600,000 savings/yr.

a lernlb cssroo m with round tb es nd mobie ch irs

provides n egitrin teching nd erning environment

or students nd cuty t arizon Stte Universit y.



all 2010

Steecse WorkSpce utures reserchers nd designers

hve deveoped key design principes or pnning 21st century

cssrooms. These re bsed on our reserch nd intended

to provide peope who pn higher eduction spces some

guiding tenets or more interctive, more fexibe erning

environments, sys Eise Voe, princip resercher with

Steecse. The essenti principes:

Design or mutipe rhythms in the sme cssroom

aow everyone to be seen nd herd

Tke dvntge o new medi

Support the dynmic presenttion o inormtion

Design or mentoring nd pprenticeship

Design or temporry ownership o spce

WorkSpce utures so deveoped design renderings

or ech principe, with ppiction vritions or dierent

spce dimensions.

The design principes grew out o the Steecse User-Centered

Design Process, six-stge protoco: Understnd, Observe,

Synthesize, Reize, Prototype nd Mesure. In the Understnd

phse, secondry reserch gthers essenti inormtion,

nguge, nd trends bout the industry.

Next, Observtion invoves going on site to see how things

work. This my incude contextu interviews, ocus groups,

photogrphy nd videogrphy o how users nd their work

processes unction. rom these rst two phses, they Synthesize

the ndings to deveop insights bout the sitution nd design

principes to hep sove identied probems.

These design principes re used in the Reize stge to crete

thought strters or design considertions s potenti soutions.

Ides re shred nd concepts re visuized, eding to the next

step, Prototypes o the hypotheses. u-sce prototypes re buit

to creuy Mesure their perormnce. Soutions re rened,

tested, nd evuted to yied workbe soutions.

Design principles or 21st century classrooms

The room now sets 72 peope t round

tbes nd mobie tsk chirs so students

cn work together esiy. Projectors, big

screens, nd tbet PCs support new,

more interctive curricuum deveoped by

Briggs nd his coegues. With no ront

stge, instructors move round nd immerse

themseves in the erning environment

with the students, who buid lego modes

to better understnd chemic rections

or shion spectroscope rom crdbord

box nd DVD. Once-seepy recittion

sections re now hnds-on, brins-

engged csses tht hve connected

we with students.

How we? Chemistry hs high dropout rte

compred to other subjects, which Briggs

sys hs ess to do with their perormnce in

the course thn eeing prt o the group.

The aSU lernlb nurtures community s

students work in pirs, inormtion is esiy

dispyed or everyone to see, nd you get

question to nswer, not process to oow,

sys Briggs. Retention is up nery 5%

nd grde perormnce is up 3-4%. Briggs

credits the person connections students

orm in the cssroom environment. We put

students in groups. They dont get to pick

their temmtes. Once they mke the initi

connection, they get together outside o

css s we. It gets bck to community.

aSUs lernlb css costs ess to operte

thn their previous trdition cssroom.

Briggs nd his coegues tech 6,000

students over the cdemic yer in more

eective shion (booked soid 12 hours

dy, Mondy through ridy) nd do it with

ewer teching ssistnts, utimtey sving

the university $600,000 per yer in reduced

st costs nd n estimted ddition

$300,000 in re estte svings.

Why does this cssroom work so we?

Equ prts good design, eective toos,

nd inspired teching methods. Every set

is good set, so students dont hve to

crne their necks or twist round in their

sets to see content on the bord. They

hve dequte horizont worksurces or

toos, technoogy, nd mteris, nd vertic

surces or shring inormtion. Instructors

hve visu nd physic ccess to every

student, nd students hve the sme ccess

to course content nd eow students.

Cobortive erning so impcts student

outcomes. Briggs repced wht he cs

typic cookbook experiments with guided

inquiry exercises tht encourge students

to think nd work s group rther thn

oow recipes with predetermined resuts.

They deveop skis tht better prepre them

or uture work nd give them the toos to

hep them retin knowedge ong ter the

semester ends, he sys.

BETTEr TECHNOLOGY INTEGrATION

When it comes to technoogy, students nd

instructors hve one thing in common: they

ern rom their peers. Gen Y students re

digit ntives, comortbe with technoogy.

Instructors tend to be digit dopters, yet

need to ern how to incorporte technoogy

into their curricu. The tsk is mde esier

by eectivey integrting mixed medi tht

cn be used esiy by both students nd

instructors. Some cssrooms, designed

decdes go, re prcticy nti-technoogy.

approximtey 50% o our students use

ptops during css, notes the University

o Strsbourgs Jetsch, but there re not

enough sockets, so cbes y round the

foors nd tht cn cuse ccidents.

Power is ony prt o it. We hve ot o

cssrooms tht re trdition cssrooms,

with primriy bckbord nd n cette

overhed projector. Tht works or some

cuty who wnt to ocus on discussion

with students. Other cuty re interested

in doing more thn pin PowerPoint

presenttion. These instructors nd their

students re going out to the web, puing

up videos, using soci medi, going out on

the fy when student sks question to

the ibrrys digit resources or to digit

rchive, or doing n instnt po bout

something thts going on in the news, nd

bringing o tht into the cssroom,



all 2010

sys Monik R. Dresser, Ph.D., director o

Instruction Support Services in the Schoo

o literture, Science, nd the arts t theUniversity o Michign.

Mny cuty members re trying new wys

or students to more ctivey pr ticipte,

encourging students to sk questions in

ive cht during ecture, which grd

student instructor or the cuty member

nswers s the ecture continues, or hving

students work coectivey on questions in

sm groups during css, reserch topic,

nd then come bck to css to discuss

wht they ound. So we need to work with

cuty to think bout how to use technoogy

to engge students in new wys nd howto outt cssrooms in vriety o wys

to meet dierent pproches o teching

nd erning.

To sove or these chenges, U o M hs

insted medi:scpe settings in cssroom

nd ounge spces. medi:scpe mkes

shring inormtion esy or students nd

cuty: they simpy pug medi:scpe

Puck to their ptop in USB port nd

shre whts on their computers vi the

integrted monitor t the tbe. Pressing the

puck switches between ptops. Students

cn use their ptops, show wht theyve

been workingon outside o css, give suggestions to

ech other, nd do ot o peer-to-peer

editing nd cobortion, sys Dresser.

medi:scpes unique pproch to

inormtion dispy mkes content review nd

shring more eective. Phrmcy students

t Virgini Commonweth University use

b equipped with medi:scpe to review

ptient cses, then they shre their nysis

nd concusions with their peers, sys

Wiim E. Smith, proessor nd executive

ssocite den o the Schoo o Phrmcy.

In the pst, students woud hve to connectptops vi cbes, process Smith sys ws

too cumbersome nd took vube time

rom css work. Now the whoe process

is more ecient. The rst morning we used

medi:scpe, the students went into the bs

t eight ocock, pugged in, nd got to work.

They bsoutey oved it.

The biity to use their own computer,

work together s group, be be to pu up

dierent inormtion sources we just think

its gret.

VCU hs six medi:scpe settings, ech

seting seven students. The spce is used

or both required course b sections ndeective courses. Using teeconerencing

integrted in the medi:scpe settings ows

students t nother cmpus 100 mies distn

to connect with cuty nd students on the

min cmpus. We wnt to ssess this spce

on its impct on erning, nd think bout

where we think we cn go with teching in

this spce over the next three yers, nd

y out pn or how to use the spce even

more eectivey thn we re now, sys

Smith.

The University o South Dkot equipped

62' x 32' cssroom with nine medi:scpesettings tht ech serve dozen students.

We didnt come t medi:scpe rom

technoogy stndpoint, its bout shring

inormtion. Its simpe nd not scry t .

Its very intuitive to use, sys Cthy Wgner,

director o pnning nd construction t USD

The cssroom hs Huddebord portbe

whitebords between ech medi:scpe

setting nd Cobi chirs designed

specicy or group work.

an instr uctor nd her students r eerence conten t on the ft screen o medi:scpe sett ing t the Univers ity o M ichign .



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Retrotting existing cssroom spce in this

shion ddresses common ciities issues

o ging buidings: how to esiy integrtetechnoogy, how to mke cssrooms more

interctive, nd how to sove these issues

in cost-eective shion.

AND NOW FOr SOMETHING

COMPLETELY DIFFErENT...

The Stnord Institute o Design, known

s the d.schoo, pushes the notion o the

cssroom even urther by creting rnge o

spces where cuty nd students cn work

nd ern together(see pge 14). Eductors

there uy embrce constructivist teching

methods, reerring to it s the fip when

content comes rom students who generte

rther thn receive inormtion. One o the

principes to support this fip which cn

mke od-schoo instructors shudder is

to promote movement throughout css.

or exmpe, they purposey chose more

stoo-height seting becuse, s proessor

Doorey expins, When the students cn

get up nd move nd en nd ee bit more

fuid, it ows the edership in group to

be dynmic. I you hve ve peope sitting

round the tbe nd one person is the

eder nd no one cn move or re-estbish

physic position, it cretes very sttic

retionship. I peope cn stnd up, studentscn reposition themseves, which ows

shred sense o edership, nd

we think thts rey importnt to

cobortive cretion.

Movement hs other benets, Doorey

beieves. We try to hve coege students

shre responsibiity or dierent tsks.

Theyre in erning environment so we

wnt to push them out o their comort zone

into res tht they might ee they hve

wekness. We try to set up scenrios where

students cn move round ot, exchnge

edership responsibiity, or trde o onroes. another reson I think movement is

good in the cssroom is it ows reese

o energy nd it ctuy ows them n

exchnge o energy. Moving ows students

to express nxiety or express excitement,

or just kind o check out or minute, which

I think is rey impor tnt.

With the cost o higher eduction outpcing

inftion, it wi be continuing bncing

ct or coeges to cope with ging

inrstructure, new technoogy nd

pedgogies, nd meeting the heightened

demnds o students nd their miies.

New design strtegies cn hep improvethe eectiveness o ong-overooked

cssroom spce. Even new technoogy nd

urniture products one cn improve the

erning opportunities in n existing spce.

Spce is very good t supporting,

communicting, nd giving students the

ides tht re inherent in the esson tht

youre trying to tech, notes Doorey.

But spce is ony prt o the soution.

Eductors need to ern to use these new

spces, technoogies, nd teching methods

as U o Ms Dr. B points out, there re

4.5 miion techers in the U.S., cross grde eves. They re the rgest

occuption group in the country nd key

to the successu use o cssroom spce.

I you think we cn mke undment

chnge in the wy cssrooms work without

ctuy touching the wys in which those

peope re prepred nd supported in their

work, it isnt going to hppen.

Virgini Commonweth University phrmcy students use cssroom medi:scpe set ting. The biity to use their

own computer, work together s group, be be to pu up dierent inormtion sources we just think its gret, sys

Wiim E. Smith, proessor nd executive ssocite den o the Schoo o Phrmcy.



all 2010

pushing the edges:the d.school

This is ar rom your typicalcollege classroom building.

Ws mde rom siding whitebords

re covered in sticky notes nd scribbes.

Big om cubes serve s mkeshitworksurces nd ootrests. Some students

re working in ounge urniture, others re

hudded round reestnding worksurce

thts intentiony designed to be too sm

or their group. Everything cn be moved,

rerrnged, nd reinterpreted. But nothing

resembes the stndrdized cssrooms

you see on most cmpuses.

Wecome to the Hsso Pttner Institute

o Design t Stnord University, known

s the d.schoo, n ongoing exportion

nd exmpe o new wys o thinking

bout higher eduction spces.

Its not bout designing beutiu objects

here, though thts possibe outcome.

Its bout soving big, hiry, udcious

probems. The schoo teches design

thinking, step-by-step process or

producing cretive soutions on routine

bsis, nd their mission is to tech students

rom brod rnge o discipines how to use

design thinking to tcke todys compex

innovtion chenges. Our biggest drem is

tht every student who eves Stnord ees

condent in their person biity to innovte,

sys d.schoo executive director George

Kembe. Whether theyre techer who

needs to innovte in how they tech kids,

or theyre doctor going out in the word to

innovte in new ptient cre services, or

business eder designing new business.

The spce itse embodies the schoos

mission nd ws creted to promote

behviors critic to design thinking, such

s empthy nd experimenttion. It not ony

encourges rpid prototyping o ides, it is

itse prototype tht chnges s cuty nd

students ern more bout how to use it.

Theres power in hving spce thts

chngebe bsed on the ctivities chnging

within it, so our schoo spce is ess precious

nd more fexibe thn other coege

spces, sys Scott Witthot, co-director othe d.schoos Environments Cobortive,

the group responsibe or designing the

cdemic nd u-time work spces t

the d.schoo. Its n evoving spce nd

probby wys wi be, becuse the needs

o the students nd cuty re continuy

chnging bsed on whts going on in

prticur course or prticur css.

a sm tem o Steecse reserchers nd

designers coborted with the d.schoo in

designing mny spects o the new d.schoo

spce. The schoo ws in our octions

in s mny yers beore moving to this

new spce, sys rnk Grzino, one o

the reserchers. as resut they hve

kind o nomdic egcy, nd theyre wys

experimenting. They wnted to keep tht

spirit in the spce over the ong term.

The schoo hs phiosophy nd set o

oundtion tenets or the spce, nd

spti ogic. Exmpe: leverge spce

s wy to trnsorm behvior, tioring

interctions with one nother nd our work,

individuy nd cobortivey. Tht too

sm tbe, ced the Periodic Tbe, is

not quite rge enough or our students to

work round nd its too high or sitting, so

it ters behvior. Students hve to keep

moving, trnser their work to the ws, nd

shre edership o the process, sys Scott

Doorey, so co-director o the EnvironmentsCobortive. It heps students to sowy

discover their own process, their own wys

o working, dds Witthot.

The two cssrooms where schedued

csses tke pce re open studios, ech

1,500 squre eet. One hs t tbes,

stoos, corner projectors nd screens, in

workshop-stye spce. The second studio

hs ow tbes, sos, nd more rened

presenttion system, nd is designed more

or ecture nd discussion. Ech spce

suggest themes, wys tht the spces might



all 2010

be used, but so oer up opportunity

or improvistion, sy Witthot.

Cn this design schoos pproch to spce

work or other coege deprtments? Wht

we do cn ppy esewhere. a our spces

ccommodte dierent eves nd styes

o erning. Were just extreme users. We

push it bit urther, but wht were doing

ppies to mny di erent deprtments,

sys Doorey.

Tke business css. There re phses o

project where tems re tking nd working

with ech other, or theyre jmming behind

the scenes on their own. Then they might

come up with business pn, nd they wnt

to present it. The spce is too or students

to do their work nd or techers to hep eicit

nd encourge behviors they wnt students

to engge in. Tht works in ny depr tment.

The d.schoo hs ttrcted interest nd

constnt strem o curious visitors rom other

Stnord deprtments, eductors rom other

schoos, nd corportions who wonder how

spce cn encourge cobortion, erning,

nd innovtion.

Doorey beieves its sign o the times.

Were in kind o trnsition time.

Institutions re shiting, the economy is

shiting, technoogy is shiting. Optimizing

spce is importnt, but you need to be be

to respond to chnges in the mrketpce,

in peopes needs, chnges in the

environment. Theres n underying need to

be fexibe, responsive, nd innovtive. and

thts the cse whether its n eduction

institution, business, non-prot, or n

individu. Peope come here nd they see

something in wht were doing tht resontes

with them.

One o the key things the d.schoo

experiment hs uncovered is the importnce

o spce in the innovtion process. When

we strted the d.schoo, we thought we hd

the siver buet: the design thinking process,

the process o tcking innovtion probems.

a we hd to do ws br ing these diverse

tems o cuty nd students together nd

introduce them to this process nd gret

things woud hppen. But nother thing we

ound ws, in ddition to being mindu o

process nd mindu o tem, being mindu

o environment is perhps s importnt,

sys Kembe.

The d.schoos pproch my be pushing

the enveope too r or mny coeges

nd instructors. The openness nd ck

o hierrchy cn be disorienting i youve

designed course or 300-person ecture

h. But s pce tht expores new wys

in which spce, urniture, nd technoogy

cn better support students nd cuty,

theres penty to ern t the d.schoo.

The d.Schoos phiosophy hods tht spce, urniture, toos, nd technoogy re integr

to pedgogy. Students re encourged to dispy their ides nd work in progress. Juin

Gorodsky, cinci psychoogist nd ssocite proessor, counses student (bove), whie

nother student mkes ounge urniture workspce (ower et), nd instructors work in

decidey nontrdition cuty oces (ower right) .



all 2010

Making Noise

in the Library



all 2010

I the classroom is the heart ohigher education, the library isits soul.

Students cn put their hnds on digit

books nd inormtion rom virtuy

nywhere, but the ibrry is the min pce

on cmpus where trdition nd new

knowedge resources, the test inormtion

technoogy, nd skied instructors converge

in n ongoing process o erning, teching,

nd reserch.

like every spce on cmpus, the ibrrynow is being rethought nd reorgnized.

The chnges going on in the cssroom re

beginning to migrte into the rest o cmpus.

The cssroom experience is moving out to

other spces so cobortive teching nd

erning cn hppen, nd the ibrry is the

prdigm, sys Tod Stevens, prtner o

SHW Group, n rchitecture nd engineering

rm speciizing in eduction environments.

librrins re rethinking how ibrries

unction nd wht peope need rom them.

Bruce Mier, ibrrin t the University o

Ciornis newest cmpus, in Merced,sys, I ws on the Britnnic project.

When Wikipedi strted, we spent ot

time creuy expining why Wikipedi

sucked. I men, Britnnic ws edited by

400 schors! We, once Wikipedi reched

certin critic mss nd deveoped some

se-correcting processes, it strted to work.

You cn nd junk science in there, you cn

nd mistkes, sure. But when you ook t

the whoe mss o whts vibe there, its

bsoutey useu. We hve to ook t our

inormtion in the ibrry in the sme wy nd

rethink the wys we provide it to peope.

librries need to brek out o the

tmosphere o trdition, to escpe grvity,

s I c it. We need to rethink our whoettitude bout the retionship between

students nd spce, urniture, nd

inormtion, nd redene wht ibrry

shoud be, sys lee Vn Orsde, den o

university ibrries t Grnd Vey Stte

University, aende, Mich.

Innovtive ibrry dministrtors, designers,

nd eductors re reshping the 21st century

coege ibrry into something quite dierent

rom trdition book wrehouse. To better

understnd the trends, Steecse WorkSpce

utures st yer initited mjor study

o ibrries t privte nd pubic coeges

nd universities cross the U.S. Wht the

Steecse reserchers discovered were

mjor shits in how the ibrry is being used

nd number o opportunities to better

everge spce, new technoogies, nd

pedgogies or new genertion o students

MEET YOU AT THE LIBrArY

In n ge o iPds, Kindes, nd other

wireess devices, its somewht surprising

tht students tody ove ibrries. But its

not becuse o the books. or erier

genertions, the coege ibrry hd n ur

o schorship nd erning, nd hod on

students ong, quiet hours hunched over

Libraries need to break out.... We need to rethink ourwhole attitude about the relationship between studentsand space, urniture, and inormation, and redene whata library should be.

lee Vn Orsde

Den o University librries, Grnd Vey Stte University

Pubic spces re designed to ttrct stude nts t Grnd Vey Stte Universitys pnned Mry Idem Pew librr y lerning

nd Inormtion Commons (opposite) nd the University o Ciorni, Merced librry (bove). Students re drwn by the

ntur ight, eeing o community, nd vriety o group nd soo workspces convenient to cssrooms.



all 2010

The evolution o the library

big projects in study crres students hd

to go there. Tody, inormtion is digit,

downodbe, nd vibe nytime,

so why go to the ibrry? Steecse reserch

shows tht students sy the ibrry rocks

becuse its:

convenient spot between csses

pce to sociize with others nd

to be motivted by them

where to coborte on group work

cose to mny resources

se, non-distrcting pce to study

where coections re on reserve

the pce or computing sotwre,

copying, printing, scnning

gret tmosphere

The ibrry is becoming key oction

outside the cssroom where the

constructivist pedgogy pys out s

students ern to nyze inormtion

nd crete new inormtion, oten s

working in group, notes Eise Voe,

princip resercher with Steecse.

This represents gret shit or the

ibrry rom reding nd storge site

to center o interctive erning.

When students work in groups in the ibrry,

they cn work or hours t time, nd it cn

be one o the noisiest, busiest pces you

cn think o, sys Mier. But the ibrry

s cobortive pce is very good thing.

Coeges nd universities hve tried dierent

pproches to meeting the new demnds

pced on the ibrry, oten with mixed

resuts. or exmpe, growing computer use

ed mny ibrries to inst computer sttions

into ny vibe spce. But peope disike

hving their bck to hwys nd their screen

open to nyone who wks by. Moreover,

students dont need hrdwre: 95% o them

own t est one computer, ccording to

reserch rm Student Monitor.

Group work res in ibrries re otenocted ner individu spces or quiet

study. This rustrtes quiet-seeking students

working one whie student tems ck

the right spce nd toos or eective

cobortion. a better pproch is providing

dedicted spces or both individu nd

tem work in rnge o settings spred

cross dierent foors o the ibrry tht

progress rom ree-rnging tem spces

to privte study spces.

LEArNING, NOT jUST rEADING

The Steecse higher eduction reserch

unveied six core ndings bout coege

ibrry spce:

djcencies re ineective

ibrries re considered extensions

o the cssroom, but dont support

chnging pedgogies

the ibrrins grety expnded roe

s n instructor is not supported

trdition ounge spces do not ive

up to their re purpose: supporting

inorm erning

individu erning spces ck ergonomic

nd privcy soutions

students re oten unwre o the ibrrys

mny oerings, nd strugge to understnd

nd ccess them

Our ndings demonstrte how the ibrry

is becoming pce where students re

engged in the business o becoming

erners, nd how ibrry spce pnning

hs oten ied to keep up, notes Voe.

The issues re reted but dierent rom

those in the cssroom, where students

re invoved in hnds-on erning but the

instructor sti eds. In the ibrry, students

20TH CENTUrY LIBrArY

reading centered storage centered learning centered

21ST CENTUrY LIBrArY

social

spacial

inormational

inormationalspacial

social

When books were precious, ibrry spce ws designed or reders, primriy schors. as the printed book becme commonpce, coections grew nd the ibrr y becme book

storehouse. Tody, inormtion is digit nd the ibrry is the site o vried soci ctivities: teching, mentoring, nd cobortive erning. librrins re ctive instructors. Students

engge with ech other in tem projects. The ibrry hs be come primry pce or importnt soci ctivities.



all 2010

tke contro o their instruction s they

discover, nyze, nd shre inormtion,

nd in the process become comortbe

working individuy nd with others. This

work mirrors the knowedge work o business

tody nd refects the incresed demnds

o businesses, prents, nd students

themseves or better preprtion or

re-word creers.

Grnd Vey Stte University (GVSU) broke

ground this on new cmpus ibrry,

the Mry Idem Pew librry lerning nd

Inormtion Commons, which is designed

to meet those needs. Were pnning the

ibrry to be n enriched environment where

students cn continue the work strted

in the cssroom nd dd dimension to

erning tht cssroom doesnt wys

oer, sys Vn Orsde.

Most ibrries tody were designed nd buit

or getting books nd checking them out.

librry djcencies, spce utiiztion, nd

new erning processes need to be creuy

evuted. The ibrry shoud support student

cobortion nd group work, the dominnt

instruction nd erning stye tody. Students

need study spce, support or computing

equipment, ccess to reserved mteri,

content-cretion toos, nd fexibe

environment tht supports working in pirs

nd tems.

at GVSU, Steecse prototyped this type

o study spce s prt o pnning the newibrry. Reserchers observed how students

used the two spces: one with group work

toos (portbe whitebords, mobie tbes

nd chirs, w-mounted storge sheves,

ccess to power, nd dened tem res),

nother with medi:scpe setting, where

peope cn pug in ptops nd simpy press

puck to show inormtion on two integrted

ft screens (pg. 20), nd simir group

work toos.

By studying the use o these spces

in person nd through time-pse video

imges, the Steecse tem noted vriety o resuts, incuding:

portbe whitebords were heviy used

by students in hnds-on erning ctivities

providing rmework tht heped dene

the spce creted sense o encosure,

enough or the tem to ee in contro

o the spce

storge sheves werent used much;

perhps becuse the tems didnt own

the spce

power outets were used oten by

tech-svvy students

Simiry, tem spce prototype with

mobie tbes, mobie chirs, nd other toosws popur or individu nd tem work

by students using ptops nd n rry o

digit nd nog mteris. led designer

Tod Stevens, sys, When the ibrry put

work spces ner the windows nd in other

ttrctive spces tht used to be tken up

by sheves o books, the gte count went

wy up. He notes tht tem spces re key

reson students come to ibrries: Its where

they cn nd resources, get hep, nd work

together on projects.

THE LIBrArIANS EXPANDED rOLE

Mrin the ibrrin coudnt cut it tody.

The ibrrin job description incudes content

expert, IT service provider, cobortor with

students, nd eductor. Yet the reerence

desk inside the ront door o most ibrries,

intended to be the trige point or students,

is conusing t best nd oten intimidting.

librry pnners shoud eiminte brriers,

re nd perceived, to inormtion

nd resources. Shred screens nd

worksurces, cssroom spce, nd

wecoming environment contribute to

Grnd Vey Stte Universitys new ibrry interiors wi be

bthed in ntur ight. Pces or working nd connecting

with others incude ce, rge concourse, ounge res

nd wide rnge o spces or individu nd group work.



all 2010

more productive retionship between

students nd st. When ibrrins nd

students work cosey together, such s

t shred monitor nd worksurce,

cobortion is more ntur, nd ech

encounter hs the potenti to become

techbe moment.

GVSUs new ibrry exempies this strtegy.

Universities hve not mde their services

semess. Weve comprtmentized them

into pedgogic res where theyre tught:

Engish, writing, reserch, technoogy,

speech, etc., sys Vn Orsde. The dening

or centr construct o the new ibrry is

knowedge mrket tht puts together in one

pce, right in the pth o the students, the

resources to buid o the skis empoyers

te us re critic in the workpce: writing,

speking, presenting, reserch. Students

mnge their own erning, choosing thetype o hep they need, when they need it.

GVSU benchmrked innovtive ibrry

design t the University o Ciorni, Merced

(opened in 2004) in their pnning. Vn Orsde

cs tht ibrry whoe new ttitude bout

the ibrrys retionship between students,

urniture, nd books.

The Merced ibrry (photo on pg. 17) is

cmpus center or soci nd eduction

ctivity. It brings peope together in wys

tht might not hppen in the cssroom,

residence h, or coee shop. When they

enter the ibrry, students become prt o

rger community. Inorm spces tht

support interctions between students,

cuty, nd st hep nurture both erning

nd sociizing. When the university hed its

rst csses six yers go, the ibrry so

ws used s site or mny csses since

ew buidings were compete on the rur

cmpus. We designed this buiding to be

modern, rge university ibrry, ocused

on the ibrry s pce s opposed to

wrehouse, sys ibrrin Bruce Mier.

New ibrries re rre on cmpus.

Nevertheess, the entire ibrry foor pn

shoud be considered when retrotting

even singe setting. adjcencies re

critic, incuding pnning or technoogy

use in prcticy every setting, rom tem

cobortive spces to soci zones

to individu study spces. Visu nd

coustic privcy require creu pnning.

Visu cues re importnt in coege ibrries,

too, especiy or young students whorent cer bout how ibrry spces cn

be used. One pce doesnt t purposes,

sys Mier. We hve cobortive res,

quiet res, rge spces, nd other kinds

o spces. Students ntury migrte to

the physic re tht suits their needs.

Students tend to work in the ibrry in groups

in the evenings (outside o css nd work

time) nd individuy or with one other

person during mornings nd ternoons.

Spces tht work or soo work ery in the

dy hve to be fexibe enough or tems

ter on.

or exmpe, the Steecse reserchers

prototyped 120-degree worksttion tht

worked or vrying numbers o peopethroughout the dy. In ct, individus oten

shred the work setting with pirs, s in

the photo bove o two students working

together on one corner whie individus work

one t other pces in the sme setting.

One pproch is to provide privte

encves, study crres, nd other individu

workspces on upper foors, wy rom

the typicy busier, noisier rst foor, so its

esier or users to mnge their privcy.

Environment mtters to students. Mny

dont hve pce to study so they come to

the ibrry. In the pst, ie ws more orm,

society wsnt s noisy. Now there re so

mny distrctions tht the ibrry is o ten the

ony pce where you cn nd distrction-

ree environment, sys GVSUs Vn Orsde.

as coege ibrr ies oer more services

nd spces or students, its essenti

they cery communicte those resources.

Visu dispys, cer pths to customer

services, nd wecoming spces hep

students understnd nd use ibrry

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the threshod or pproching ibrry

personne nd resources is the key.

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Vey Stte University ibrry. Student study ptterns nd

workstyes inormed the design nd urnishings seections

or the new ibrry, schedued to open in 2013.



all 2010

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all 2010

Who are todaysstudents?



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Genertion Y in Indi (426 miion) is six times

s big s Gen Y in the U.S. In Chin, there

re 218 miion peope born in just one

decde, 1980-1990. In highy networked

word tht becomes more goby integrted

by the dy, the coege cmpus is where

these mssive poputions o young peope

come to ive nd ern.

as residents in the words hottest centers

o economic growth, young peope in Indi

nd Chin re ctive prticipnts in the

rpid evoution o their countries. More o

them re urbnized nd becoming eductedthn ever beore.

To gin insights into the youngest genertion

thts entering the gob workorce,

Steecse competed primry reserch

in Indi nd Chin this yer, buiding on

study o Genertion Y in North americ

done in 2009.

across countries, young duts shre

some simirities. irst nd oremost,

theyre prticipnts in the convergence

o technoogy tht hs incresed gob

communictions nd widespred ccessto inormtion, s we s shited weth nd

opportunity. The coege-ge genertion is

dept t mutitsking nd using technoogy,

nd theyre more connected to ech other

nd peope outside their own country thn

ny previous genertion. Theyre sociy

minded, eger to embrce more ctive

styes o erning. and they expect

eduction to be prctic springbord

to creer opportunities.

Genertion, o course, is s much bout

geogrphy s chronoogy. Young duts

who were born nd rised in dierent

countries hve unique histories, trditions,

nd memories tht mke their behviors nd

spirtions distincty their own.

In Indi, creer spirtions or educted

peope re shiting rpidy rom civi service,

engineering, nd medicine to computer

science nd other technoogy eds. as Indi

evoves into gob technoogy center,

its no onger necessry to eve to cquire

speciized eduction. Thousnds o privte

technoogy trining centers hve sprung up

in cities nd towns. athough the businessword cme to Indi during the pst decde

in serch o its ow-cost service cpbiities,

its now incresingy coming to tp into core

competencies in technoogy.

Now the most tech-svvy genertion in

the word, Gen Y in Indi is mbitious,

imptient, nd sttus seeking. They strive or

dierentition through eduction, reputtion,

brnds, technoogy, nd especiy money.

Proud o their ntionity, they intend to bring

their country orwrd in the 21st century s

wy o chieving recognition nd success. In

some wys, their scintion with Hoywood

nd Boywood movies cn be considered

wy o seeing their own ives come to reity.

In Chin, theres no equivent Gen Y.

The genertion born between 1980 nd

1990, the cosest equivent, is known

s Post-80s. Its the rst genertion o the

one-chid rue. Compred to their prents

(The lost Genertion) nd grndprents

(The Trditions), the Post-80s hve

grown up in time o pece nd prosperity.

Theyre enjoying the benets o economic

reorm, open mrkets, nd cpitism

with Communist twist.

rom shion to music to crs nd gmes,

Chins youth re consumers who re eger

to bsorb wht the word hs to oer. Their

mteriism nd the ttention theyve

enjoyed s ony chidren hve erned them

nicknme: litte Emperors. attendnce

t universities is booming. as they strive

to crete their own identities bsed on

their interests, they sometimes experience

confict with embedded trdition vues

tht emphsize hrmony nd bending withsociety. as resut, discussion o ides nd

opinions bedrock o eduction in the

western word isnt s rmy estbished in

Chin. But the evoution is underwy.

U.S. coeges remin the word eder in

higher eduction, nd its not unusu or

the top americn universities to hve

10-25% o their students rom overses.

O the roughy 3 miion students t oreign

cmpuses in 2007 (the test vibe dt),

20% ttended U.S. coeges.

Gob shits re underwy, however,s weth becomes more distributed.

Whie young peope in Indi nd Chin

re pssionte bout mny spects o

western cuture, its mistke to ssume

tht trnstes into desire to become

westernized. Prt o their energy nd

condence is beie in their own countrys

biity to become word eder nd their

own biity to be ctive pr ticipnts in tht

rpid evoution.

The 70-million-strong Generation Y in the U.S.

has been the subject o countless studies

and articles, or good reason. Like their Baby

Boomer parents beore them, Gen Y is changing

the world. Since most o todays college and

university students belong to this generation,

theyre exerting their infuence on campusesas well as the workplaces they enter a ter

graduation. On the basis o sheer numbers alone,

its not enough to understand the needs o only

U.S. learners.



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Learning Spaces

All Over Campus



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The college campus has away o encouraging intellectualpursuits in dierent places.

Discussions oten migrte rom the

cssroom to the qudrnge, ceteri,

or the nerest pub ter css.

Now, pces outside the cssroom re

more useu thn ever s erning spces,

or two resons. irst, portbe technoogy

mens you dont hve to be ner power

outet to work nd wi- brings onine

ccess to the remotest corner o cmpus.

Second, coege work now invoves ot ogroup projects. More ssignments refect

nd tech re-word knowedge economy

skis: coborting in pirs, sm groups,

nd tems. Since mny cssrooms poory

support group work, students oten decmp

to pces better suited to working together.

Why not mke suitbe spces vibe on

cmpus tht extend erning outside the

cssroom, keep the group together, nd the

converstion going?

MAkING CASUAL SPACES COUNT

The rst pce tht cn better support

erning is the hwy. Group converstions

oten migrte here becuse the cssroom

must be vcted or the next css. Yet

hwys typicy oer itte seting nd ew,

i ny, worksurces. Pces where pirs nd

sm groups cn nish discussion hep

techers everge those eusive techbe

moments. Touchdown kiosks with shred

screens ow or even deeper converstions.

Sometimes hwy just needs the right

urniture. or exmpe, t the University

o South Dkot (USD) brod corridorced The link connects the student center

nd ibrry. Its outtted with comortbe

booths with tbes tht set our. Simpe

rectngur tbes nd stckbe chirs

tht set six re esiy rerrnged or rger

groups. Students cn work one or with

others but sti ee prt o the community,

sys Cthy Wgner, director o pnning nd

construction t USD.

The link is 150' ong, 25' wide nd hs

u-height gss on both sides. Wi- is

suppemented by dt nd power outets

in the foor. We see both soci ctivity

nd studying. Its gret brekout spce

or student groups becuse the booths re

rger thn typic ce booths. Students

cn move the chirs nd tbes round,

nd we put things bck in pce t night,

sys Wgner. Its the one pce on cmpus

where you wys nd peope, even during

semester breks.

Pnned pubic spces or group work t

Georgi Institute o Technoogys Kus

advnced Computing Buiding were pced

outside computer bs ike wecome mts to

ttrct students beore nd ter css. Wi-,power outets, writing bords, ounge seting

with tbet rms, sm tbes nd stckbe

tsk chirs crete intimte spces within

rger environment. These spces even drw

students rom other schoos t the coege.

lrger pubic spces oer mutipe benets

or students nd the institution. at the

University o Ciornis newest cmpus in

Merced nd t Ohone Coege, community

coege in Sn rnciscos Est By re,

drmtic open spces work ike pubic

squres. Students re ttrcted by the

Coeges re mking better use o re estte by equipping

in-between spces. add wi-, comortbe seting, nd

room to spred out your work nd most ny spce

becomes useu work spce. Some exmpes: n trium

t the University o Michign (et), corridor tht connects

two buidings t the Univers ity o South Dkot (bove),

or hwy t Stnord University (right).



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sense o community, ntur ighting, nd the

convenience o workspces ner cssrooms.

Booths up rst: theyre comortbe, nd

oer worksurce nd privcy or individus

nd groups.

Coege student ie hs chnged. Students

jugge coursework, jobs, internships, ser vicework, nd sometimes miy commitments,

so centry octed spces with urniture

nd toos re student vorites.

There re institution benets to rge

commun spce, too. or UC Merced, it

heps estbish sense o pce or coege

tht opened in n undeveoped, rur re

just six yers go. at Ohone, the spce

heps them void the commuter coege

be xed to mny urbn institutions. Now,

insted o eving or home or oc coee

shop, students sty t the schoo nd engge

with other students nd cuty. anotherbonus: these rge spces re so used or

pubic events such s oundtion nd umni

meetings, seminrs, etc.

OFFICE HOUrS INSIDE AND OUTSIDE

THE OFFICE

The inormity o certin spces is idey

suited to students ongoing need or

eedbck. Steecse reserchers hve ound

tht Gen Y in pr ticur seeks mentoring

retionships. Id rey ike to see more

guidnce rom techers. They pss ot o

knowedge to you. But i you hve questions,

especiy ter hours, when youre doing

ssignments t home, its rey dicut

to get tht guidnce, one student tod

Steecse resercher.

cuty gree. One o the most importnt

things with eduction is quick eedbck.I there is ong g between the student

giving the nswer nd the eedbck, then

the student wi orget. Their brin moves on.

Theyre in dierent stte, noted techer

in nother reserch interview. lerning is

enhnced when techers cn quicky provide

eedbck to student in n inorm spce

ner the cssroom.

Teching nd mentoring so hppen in

cuty oces, nd so do mny other kinds o

work. Steecse reserchers sy instructors

use their oces in vrious wys:

coegues buid communities o prctice

projects re mnged

mteris re dispyed nd discussed

techers dvise nd instruct students

dierent medi re stored

Instructors red, rex, nd conduct other

business in their oces s we, so they need

urnishings to support rnge o ctivities.

Yet re estte t most coeges is tight, to

sy the est. Recommendtions or cuty

oces incude using vertic spce or w-

mounted worksurces, storge, nd dispy,

nd providing fexibe components tht

serve dierent purposes, such s mobie

pedest tht doubes s storge nd short

term set, nd mobie tbes tht one or

more peope cn use. Mutipe worksurces

support piing, common prctice mong

instructors. Seting shoud incude esiy

moved side chirs or visiting students nd

coegues nd n ergonomic chir or the

instructors ong hours o ocused work.

The 24/7 mentity o business hs tken

hod on the coege cmpus. Puing n

-nighter to meet dedine or prep or

n exm is ongstnding trdition, but

todys students cn work nywhere nd

ny time, nd oten do. as resut, some

schoos oer spces in cssroom buidings

where students cn simpy chi out. at the

University o orid (U), design proessor

Json Meneey sys, It doesnt mtter wht

time you come, there re students putting

tht energy in t hours o the dy. But how

do they rechrge their cretive btteries?

at U the students use n trium spce to

py voeyb nd risbee, or swing on ropes

hung rom bcony bove. They et o

some stem rom the intense cretive energy

theyre putting into their work. I think these

kinds o support spces re just s critic s

the ctu studio environments.



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MAkING MOrE OF EvErY COrNEr OF CAMPUS

Incresingy, students rrive on cmpus

expecting vriety o non-cssroom work

environments. at the high-schoo eve,

students tke on o-site internships, work in

group spces, nd tem with other students

or everything rom nguge prctice to

b work. or exmpe, t New Tech High

in Coppe, Texs, the curricuum invoves

gret de o project work, but theres no

ibrry on cmpus. The schoo provides

csu res tht woudnt be out o pce

in corporte or coege cmpuses (right), so

students cn better coborte on group

projects.

Evoving coege curricu nd teching

methods, nd chnging student expecttions

men tht coege spces hve to be fexibe

nd user riendy. Just s every compny

needs its re estte to better support the

mission o the orgniztion, spce must

urther the overrching go o the coege:

erning. Its no onger enough to rethink

the cssroom nd ibrry when erning cn,

nd shoud, hppen everywhere on cmpus.

a rge co mmun spce (to p) t Ohone Coeg e

in Sn rnciscos Est By re heps the

schoo void the commuter coege be put

on mny urbn institutions. Insted o eving

or home or n o-site coee shop, students

stick round, study, nd meet with other

students nd cuty. These rge spces so

doube s event nd meeting res. a vriety o

worksurces nd seting hep mobie students

stop, drop, nd work prcticy nywhere

on cmpus.



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Classrooms or the 21st century



all 2010

Columbia Universitys Reality Houseproject deed convention to provethat sustainability goals are achievableand aordable.

When Coumbi University

decided to expnd with newcmpus in West Hrem, its

eders reized the project

presented new opportunities or

signicnt sustinbiity eorts.

Coumbis 25-yer, 17-cre,

16-buiding Mnhttnvie

expnsion project took n ery

step orwrd in the summer o

2009 when the University gutted

sever foors o brick buiding

nmed Reity House. (It once

housed substnce buse nd

HIV prevention nd tretmentprogrm, nd the nme stuck.)

The project successuy

combined deconstruction,

job trining, reuse nd recycing.

It strted s n ide tht deed

convention, but quicky ttrcted

interest nd buy-in within

nd beyond the University. at

competion, its cse study

tht proves demoition cn be

done sustinby nd ordby.

When Coumbi cquired the

our-story Reity House, theupper two foors were ony

prtiy buit out nd pcked

with buiding mteris, used

urniture nd od computers

77 tons in pus mounds o

bndoned pper, crdbord

nd mixed debris.

The buiding ws trgeted

or demoition. It hd imited

prking, no oding dock nd

just one grge door to tke

mteris out. The esy wy

woud hve been to eve it orthe budozers nd nds. But

Coumbi sw opportunities to

tech nd ed others, nd ws

committed to better soution.

We set go to recyce or

reuse 90% o the mteris. at

the strt, we werent sure how

we coud get there, but we were

determined to get there. We

wnted to prove we coud turn

stretch go into n chievbe

go, sys Phiip Pitruzzeo,

vice president, MnhttnvieCpit Construction.

Teming with Institution

Recycing Network, which

mtches used products with

recipients round the word,

nd Buid it Green!, nonprot

tht mtches recyced buiding

mteris ocy, Coumbi

successuy met its recycing/

reuse go t ordbe cost,

proving the impossibe is

possibe, sys Pitruzzeo.

But there re even more

positives to the story. The

project ws designed to trin

women nd young men or

jobs in svge, reuse, nd

surpus mngement. The

Schoo o Coopertive Technic

Eduction, city progrm, nd

the nonprot Nontrdition

Empoyment or Women (NEW)

prtnered with Coumbi, nd

bout 40 peope prticipted

in the trining, wering

hrdhts insted omortrbords t grdution.

It ws dirty, hevy-duty work.

The prticipnts proved more

thn up to the demnds nd

gined on-the-job skis tht re

integr to green buiding.

We cre bout our sustinbe

ootprint in the community nd

sw this s nother importnt

wy we coud dd vue, sys

Pitruzzeo.

Becuse o the roe nd rech

o higher eduction, Pitruzzeo

beieves tht its especiy

importnt or universities to

commit to high stndrds

o sustinbiity. We hve

speci responsibiity to hep

ed the wy, he sys.

Note: The Reality House project will be

pres ented a t the U.S. Green Buildi ng

Councils Greenbuild 2010 conference in

Chicago in November.



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with Deborah Loewenberg Ball

On space, teaching, and learning

Deborah Loewenberg Ball is Dean of the School of Education at the University of Michigan,

a renowned researcher on mathematics instruction, and a recent appointee by President

Obama to the National Board of Education Science, which evaluates the work of the research

arm of the U.S. Department of Education. The New York Times calls her one of the countrys

foremost experts on effective teaching. Ball taught in an elementary classroom for over

13 years before earning a M.A. and Ph.D. in education, and she continues to practice her

profession, teaching college students at U of M and elementary students in math labs, classes

she conducts to help students learn math and help teachers learn better teaching skills.

360 Magazine interviewed Ball in her ofce on the U of M campus in Ann Arbor, Michigan.



all 2010

How important is the

classroom layout in

teaching?

I dont think its reasonable

to think that simply putting

in (certain) furniture or

space arrangements will

drive a different way of

teaching or learning, because

fundamentally teachers and

kids would have to learn how

to work differently. But withoutthe space arrangements and the

furniture to support it, a teacher

could learn to do really different

work and still be completely

impeded from doing it by the

physical environment.

In other words, you

need both?

Better forms of physical

environment make it possible for

teaching and learning to change

but it cant drive it on its own.

You still need opportunities

for professional learning.

How do you get kids engaged

in that kind of intellectual

work? What is it to really lead

a discussion among a group

of learners where the teacher

isnt doing all the talking?

Having a certain classroom

arrangement can support the

teacher. But if a teacher doesnt

have the opportunity to learn

from model teachers, and get

assistance for the problems that

arise when you try to get 35

kids to have a discussion, the

furniture alone cant do it. You

need both a different kind of

physical environment and you

need substantial professional

learning and support.

President Obama recently

appointed you to National

Board of Education Science

might that work involve

exploring how to makebetter use of the physical

assets in the classroom?

I think so. Were already

beginning to see more research

on teaching and learning and

the instructional dynamic in

the classroom, and theres still

a need to study how technology

and the physical environment,

furniture, and space affect that

dynamic. We need to understand

more about how the classroom

arrangement interacts with

the type of work kids do, howwe use the environment, how

much public writing space there

is, how students move in the

space. Thats all fundamental to

teaching and learning.

How can higher education

better prepare students for

the knowledge economy?

People mean a lot of different

things by the knowledge

economy, but I think they all

converge on a similar issue:

what it is that competent adult

life requires? Everything from

being a creative, well-educated

person with a perspective,

who can read literature and

appreciate it and understand

more about the human

experience, to more practical

things like being able to

design products, stories, text,

graphics those are different

kinds of things. The more we

can create a sense about what

adults need to be procient not

only at work but across their

life, the more the curriculum in

schools will change as well as

the way we engage young people

in learning.

The constructivist theory of

teaching is a growing trend.

Is it right for all subjects?

There are moments where

information delivery is crucial.

You dont want kids inventingthings that are actually easier

to understand by hearing them

or having them demonstrated.

But sometimes they can learn

much better if they have the

chance to get their hands

around the information and

explore it. Teachers have to

make good judgments about

when students have to do

work independently, supported

by the teacher, and when

Classroom design hasnt changed much over the years.

Is that a problem?

A lot of classrooms are designed to support a kind of teaching that

has gone on for hundreds of years, sometimes described as frontalteaching, where a teacher is at the front of a group of students,

all of them are facing forward, and their job is mostly to listen.The furniture in the space can impede certain kinds of work, andit can be difcult to engage students in talking with one anotherif the classroom is so tight and small that the only way to t thelearners in is to put 35 small desks all facing forward.



all 2010

information reception is helpful.

If everything were about active

learning, youd never complete

anything resembling the

necessary curriculum,

but if everything is about

passive knowledge delivery,

theyre going to leave school

unable to confront this

knowledge economy.

In your math labs,

students sit side-by-side

in a U-shaped table

arrangement, unlike

typical classrooms. Why?

Were experimenting with

ways to arrange the space

that maximize the learning

that we want students to be

engaged in, which involves

them in discussing mathematics

problems or particular ideas,

looking at each other, being a

ble to talk with one another.

The U-shaped conguration is

a very good set-up for it. Butits not the best arrangement

for when I say, Okay, turn and

work with two or three other

people on this problem for ten

minutes, because its not easy

for them to turn to work with

others. Ideally they would be

able to move their whole table

around and sit in a group.

Whats the best layout

for a classroom?

The ideal classroom would

have a lot of exibility for how

students were congured, plus

a couple of different features.

One, its important to be able

to create a classroom where the

students can see each other and

where discussion is possible, so

that they can see the board, see

each other and see the teacherand its easy to hear. Another

feature would be to have lots

of public surface for writing.

Additionally, it would allow

people to watch the teaching,

at least in some classrooms, so

educators or researchers could

come in, in an unobtrusive way,

and observe the classroom.

Observers in a classroom?

In a true profession you would

want to make it possible for

people to be observed, have their

work discussed, have it studied.

Students working in groups

is usually something you

see in high school or college.

Why do you have elementary

students working together

so much in your math labs?

A lot of what I do in the labs is

teach students skills for taking

advantage of the fact that

theyre in the company of other

people. Its the same whether

its a class for math, physics, or

poetry. This is the intellectual

learning that school is supposed

to be about. Most academic work

most intellectual work is

work thats important to be able

to do together with other people,

to encounter other perspectives

and learn to interact about

ideas, to disagree with civility,

and to formulate and evaluate

arguments.

Will the classroom of the

future look much different?

If we predicted based on history,

they will look much the same

because classrooms have looked

very similar for 30, 50, even

200 years. I think were seeing

more understanding that formal

schooling relates to a successful

economy, a successful society,

and, more importantly, to

successful individual lives.

Im hopeful that we can see

change in the way classroomsare congured and in the

work that goes on, if we can

get more people in this country

to appreciate that.

Deborh loewenberg B, den o the University o Michign Schoo o Eduction, eds

meeting in her oce in ann arbor (et) nd teches th-grders in mth b, combined

cssroom nd stge, in Grnd Rpids, Mich. (right). During mth bs in di erent cities,

techers wtch rom the sideines nd study Bs teching techniques s prt o the

Eementry Mthemtics lbortory project t the U o M.



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