Space Matters Space Matters

University of MarylandUniversity of Maryland

April 3, 2007April 3, 2007

The Campus as a Learning PlaceThe Campus as a Learning Place

Are these students learning?Are these students learning?

In the window wellIn the window well

On the stairsOn the stairs

OutdoorsOutdoors

In Reserved Study RoomsIn Reserved Study Rooms

In Virtual SpaceIn Virtual Space

In a Traditional ClassroomIn a Traditional Classroom

Learning can happen Learning can happen anywhere, but some places anywhere, but some places

are more conducive for are more conducive for academic learning than academic learning than

othersothers

The VoidThe Void

““Almost entirely overlooked in the seminal Almost entirely overlooked in the seminal research into student learning in higher research into student learning in higher education is the crucial notion that education is the crucial notion that teaching ‘takes place:’ in other words it is teaching ‘takes place:’ in other words it is located within a specific physical (and/or located within a specific physical (and/or virtual) environment that is integral to that virtual) environment that is integral to that process, and influences the experience of process, and influences the experience of teaching and learning in important ways.”teaching and learning in important ways.”

Jamieson, P. (2003). Designing more effective on-campus teaching Jamieson, P. (2003). Designing more effective on-campus teaching and learning spaces. and learning spaces. International Journal of Academic International Journal of Academic Development, 8Development, 8(1-2), 119-133. (quote from p. 124)(1-2), 119-133. (quote from p. 124)

Why Space Matters in Learning: Why Space Matters in Learning: Reasons Drawn from the LiteratureReasons Drawn from the Literature

Reasons from Learning TheoryReasons from Learning Theory Reasons from Ecological PsychologyReasons from Ecological Psychology Reasons from Student DemographicsReasons from Student Demographics

Learning TheoryLearning Theory

Constructivist and social-constructivist Constructivist and social-constructivist theories are most widely supported todaytheories are most widely supported today

Emphasis is on active construction of Emphasis is on active construction of knowledge by the learnerknowledge by the learner

Happens most readily in social contextHappens most readily in social context Is most easily facilitated by performance Is most easily facilitated by performance

tasks, project work, discussion, reflection tasks, project work, discussion, reflection with others with others

Some SourcesSome Sources

Good Summary: Svinicki, M. D. (2004). Good Summary: Svinicki, M. D. (2004). Learning Learning and motivation in the postsecondary classroom.and motivation in the postsecondary classroom. Bolton, MA: Anker.Bolton, MA: Anker.

NRC report : Bransford, J. D., Brown, A. L., & NRC report : Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds.) (1999). Cocking, R. R. (eds.) (1999). How people learn: How people learn: Brain, mind, experience and school.Brain, mind, experience and school. Washington, DC: National Academies Press. Washington, DC: National Academies Press. http://www.nap.edu/html/howpeople1/ http://www.nap.edu/html/howpeople1/

Ecological PsychologyEcological Psychology

Space attachment is one of the most Space attachment is one of the most primal phenomena, though it is often primal phenomena, though it is often subconscioussubconscious

Light, heat, comfort, and proximity to Light, heat, comfort, and proximity to others are powerful influences on conductothers are powerful influences on conduct

The physical conditions of learning The physical conditions of learning settings exert far more influence on what settings exert far more influence on what takes place than commonly assumedtakes place than commonly assumed

Sources on Ecological PsychologySources on Ecological Psychology

See Ken Graetz’s summary, The Psychology of See Ken Graetz’s summary, The Psychology of Learning Environments in Diana Oblinger (Ed.).Learning Environments in Diana Oblinger (Ed.).(2006). (2006). Learning Spaces.Learning Spaces. EDUCAUSE. EDUCAUSE. http://www.educause.edu/books/learningspaces/http://www.educause.edu/books/learningspaces/1056910569

ELI Learning Space Design PageELI Learning Space Design Page http://www.educause.edu/Browse/645?PARENThttp://www.educause.edu/Browse/645?PARENT

_ID=696_ID=696

In SyncIn Sync, Lennie Scott Webber (2004), Society , Lennie Scott Webber (2004), Society for College and University Planningfor College and University Planning

DemographicsDemographics

Previously underrepresented cultures in Previously underrepresented cultures in higher education: Students from African higher education: Students from African and Hispanic backgrounds, nontraditional and Hispanic backgrounds, nontraditional age students, often prefer high social age students, often prefer high social interactioninteraction

NetGen students also are highly social, NetGen students also are highly social, even with their interest in technologyeven with their interest in technology

Students are interested in and used to Students are interested in and used to good design and decorgood design and decor

NetGens and SpaceNetGens and Space Small group work spacesSmall group work spaces Access to tutors, consultants, and faculty in the learning Access to tutors, consultants, and faculty in the learning

spacespace Table space for a variety of toolsTable space for a variety of tools Integrated lab facilitiesIntegrated lab facilities IT highly integrated into all aspects of learning spacesIT highly integrated into all aspects of learning spaces Availability of labs, equipment, and access to primary Availability of labs, equipment, and access to primary

resourcesresources Accessible facilitiesAccessible facilities Shared screens (either projector of LCD); availability of Shared screens (either projector of LCD); availability of

printingprinting Workgroup facilitation; access to expertsWorkgroup facilitation; access to experts

Brown, M. (2005). Learning spaces. In D. G. Oblinger & J. L. Oblinger, (Eds.), Brown, M. (2005). Learning spaces. In D. G. Oblinger & J. L. Oblinger, (Eds.), Educating the net generation.Educating the net generation. Boulder, CO: EDUCAUSE. Boulder, CO: EDUCAUSE. Available at Available at http://www.educause.edu/LearningSpaces/6072http://www.educause.edu/LearningSpaces/6072

Some Assumptions We Often Make Some Assumptions We Often Make about Learning Spacesabout Learning Spaces

Space isn’t a priority considerationSpace isn’t a priority consideration Learning only happens in classroomsLearning only happens in classrooms There is a front to a classroom and that is where There is a front to a classroom and that is where

the teacher delivers instructionthe teacher delivers instruction Students do not respect nice thingsStudents do not respect nice things Learning is an individual activityLearning is an individual activity What happens in classrooms is pretty much the What happens in classrooms is pretty much the

same from class to class and day to day same from class to class and day to day

Intentionally Creating Good Spaces Intentionally Creating Good Spaces to Facilitate Learningto Facilitate Learning

Strange and Banning: Architectural determinism, Strange and Banning: Architectural determinism, probabilism, and possibilismprobabilism, and possibilism

Monahan: Built pedagogy: architectural Monahan: Built pedagogy: architectural embodiments of educational philosophiesembodiments of educational philosophies

Let’s take a lookLet’s take a look

Strange, C. C. & Banning, J. H. (2001). Strange, C. C. & Banning, J. H. (2001). Educating by design.Educating by design. San San Francisco, CA: Jossey-Bass, Inc.Francisco, CA: Jossey-Bass, Inc.

Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT embodiments,embodiments,http://www.doit.gmu.edu/inventio/past/display_past.asp?pID+springhttp://www.doit.gmu.edu/inventio/past/display_past.asp?pID+spring02&sID=02&sID=monahanmonahan. .

Teacher- vs. learner-centered classroomsTeacher- vs. learner-centered classrooms

What is the “built pedagogy” of What is the “built pedagogy” of space?space?

What is the “built pedagogy” of What is the “built pedagogy” of space?space?

Benches vs. tablesBenches vs. tables

What is the “built pedagogy” of What is the “built pedagogy” of space?space?

Computer lab space: the lineup vs. the Computer lab space: the lineup vs. the clustercluster

What is the “built pedagogy” of What is the “built pedagogy” of space?space?

Study space: the cafStudy space: the café vs. the stacksé vs. the stacks

What is the “built pedagogy” of What is the “built pedagogy” of space?space?

Faculty contact space: the faculty corridor Faculty contact space: the faculty corridor vs. workstations and pathwaysvs. workstations and pathways

Let’s think radically…Let’s think radically…

Faculty accessibilityFaculty accessibility

Waiting for the “doctor”Waiting for the “doctor”

And inside the sanctumAnd inside the sanctum

Pathway planPathway plan

Workstations, paths, collaborative Workstations, paths, collaborative placesplaces

Some Other SolutionsSome Other Solutions

The Studio ClassroomThe Studio Classroom The Information CommonsThe Information Commons Using hallways and adjacenciesUsing hallways and adjacencies Using outdoor spacesUsing outdoor spaces Using residences Using residences

Studio ClassroomStudio Classroom

From this…………..to thisFrom this…………..to this

Studio LearningStudio Learning

University of ArizonaUniversity of Arizona

Information/Learning CommonsInformation/Learning Commons

Hallways and AdjacenciesHallways and Adjacencies

Outdoor SpacesOutdoor Spaces

ResidencesResidences

Art Street, University of DaytonArt Street, University of Dayton IUPUI IUPUI

What Have We Done at IUPUI? What Have We Done at IUPUI?

The ES Corridor ProjectThe ES Corridor Project Classroom furniture replacement Classroom furniture replacement The University Library CommonsThe University Library Commons Campus Center Campus Center Outdoor spacesOutdoor spaces Projects in the planningProjects in the planning

Informal spaces in the lobbies and corridorsInformal spaces in the lobbies and corridors The Global Crossroads LaboratoryThe Global Crossroads Laboratory The OPD experimentThe OPD experiment

The ES CorridorThe ES Corridor

The Old “Platforms”The Old “Platforms”

Area 2 –Sectional SofaArea 2 –Sectional Sofa

Area 3 –White BoardArea 3 –White Board

Area 4 –Triple DivideArea 4 –Triple Divide

Area 5—Recycling BarArea 5—Recycling Bar

Redo on a ShoestringRedo on a Shoestring

What Do We Know about Our What Do We Know about Our Impact from These Projects? (1)Impact from These Projects? (1)

Proximity is important to our studentsProximity is important to our students The idea of distributed functional spaceThe idea of distributed functional space

Space can build campus identity and prideSpace can build campus identity and pride Recruitment and retention considerationsRecruitment and retention considerations

Space can make the campus “sticky”Space can make the campus “sticky” A special commuter student issueA special commuter student issue

What Do We Know about Our What Do We Know about Our Impact from These Projects? (2)Impact from These Projects? (2)

Space can influence pedagogySpace can influence pedagogy Surveys and observations show increases in use of Surveys and observations show increases in use of

active learning and reduction of lecturingactive learning and reduction of lecturing

Space can foster interactivitySpace can foster interactivity Student and teacher surveys show increase in Student and teacher surveys show increase in

interaction among students and between teacher and interaction among students and between teacher and studentstudent

Comfort and aesthetics do matterComfort and aesthetics do matter Very high numbers agreeing on surveysVery high numbers agreeing on surveys Notations about color and comfort on commentsNotations about color and comfort on comments

Some Faculty Quotes Some Faculty Quotes

““It’s a wonderfully flexible space—I like the way It’s a wonderfully flexible space—I like the way students can gather in different configurations students can gather in different configurations and I like the way it is so easy to move from and I like the way it is so easy to move from small to large group arrangements.”small to large group arrangements.”

““The difference is like night and day.”The difference is like night and day.” ““It’s flexible. It doesn’t assume the same class It’s flexible. It doesn’t assume the same class

activities daily or the same activities from class activities daily or the same activities from class to class.”to class.”

““Clone this classroom.”Clone this classroom.”

And more…And more…

““Since we rarely use the lecture method in Since we rarely use the lecture method in writing classes, even having the writing classes, even having the custodians line up the chairs in straight custodians line up the chairs in straight rows seems silly.”rows seems silly.”

““The new arrangement and furniture The new arrangement and furniture contribute greatly to the active learning contribute greatly to the active learning format in the course.”format in the course.”

And from the Students…And from the Students…

““Now I can actually be more worried about Now I can actually be more worried about the professor is talking about instead of the professor is talking about instead of worrying about my butt hurting.”worrying about my butt hurting.”

And among the challenges of mobility:And among the challenges of mobility: ““I already have problems staying focused I already have problems staying focused

and now that I have a choice whether to and now that I have a choice whether to face the teacher or not, it is even harder.”face the teacher or not, it is even harder.”

What Can We Do in the Future?What Can We Do in the Future?

Increase awareness of the relationship of Increase awareness of the relationship of space to learning on campusesspace to learning on campuses

Experiment with new models and continue Experiment with new models and continue to study the impact of new spacesto study the impact of new spaces

Make space a funding priorityMake space a funding priority Change restrictive policies and standardsChange restrictive policies and standards Make our campus environments say Make our campus environments say

learninglearning

Time for a Change!Time for a Change!