Learning Spaces
Guiding Principles
The following principles should guide our planning and design of learning spaces:
Learning spaces should support a diversity of learning styles.
Styles of learning are as variable as the individual and call for learning spaces that support a diversity of teaching and learning approaches. For example, at different times learning can be both a social as well as an independent activity. Learning as a social activity calls for spaces that support collaboration and sharing work. Learning as an independent activity requires quiet spaces for the individual. Learning spaces can be structured or open, scheduled or ad hoc, large or small, private or in common spaces, but regardless, the character of learning spaces should support a diversity of learning styles.
Learning spaces must be versatile.
Programmatic needs of our faculty and students change both in the short term (between weeks within a course, or between courses sharing a space) and in the long term (as new approaches to learning are explored and used over the years). Effective learning spaces are adaptable to meet these dynamic needs. As much as practical, learning spaces will use moveable furniture and other appointments that can be moved. Technologies should be installed to be as flexible as possible, or even moved aside when not used.
Learning spaces must be comfortable and attractive.
Attractive appointments in learning spaces can motivate learners and teachers alike, promote pride and augment recruitment efforts. Each learning space will be assessed physically as well as programmatically to ensure the appropriateness of appointments. Productive learning spaces are outfitted with comfortable seating appropriate to the style of learning, with adequate interior and natural lighting, with window treatments that enable multiple uses of the space, and heating and cooling systems that are fully effective throughout the year. This includes woodwork, wall and ceiling treatments, color selection and coordination with furnishings and carpeting, and other details. Aesthetics must not take a back seat to concerns of cost.
Learning spaces are information rich and technologically reliable.
Effective learning spaces have access to appropriate sources of information ranging from chalkboards to networked computers and beyond. For nearly all classrooms, a permanently installed networked computer, videotape player and projection system are required (level II classroom). Common spaces need live network ports (nomad ports or wireless services and electrical outlets) in accessible locations to support the use of portable devices.
Learning spaces must be maintained continuously.
Effective learning spaces do not show wear quickly and are relatively easy to maintain. This requires careful selection of all components for durability, maintainability and support from the vendor, and an emphasis on long term needs over capital costs savings. For those learning spaces with a high dependency on technology (level II and III classrooms), adequate capacities should be planned to provide spares, backup units or replacement equipment. Learning spaces must be reviewed periodically to assess wear and changes in programmatic needs.
Learning spaces should be ubiquitous in space and time.
Learning spaces should support both intellectual and social learning throughout the campus. There should be no obstacle for any student who seeks an effective learning space. Many spaces not now considered learning spaces could be reconfigured to favor
ad hoc learning, including common spaces in residence halls, departmental areas and hallways, dining halls and Slayter Hall.
Learning spaces should be used effectively.
Classes should be scheduled throughout the day to make effective use of learning spaces. Class assignments must take into account styles of teaching needs for technology and other aspects that demand specialized spaces. Departments should coordinate their teaching plans to minimize conflicts over specialized classroom spaces.
Sufficient resources must be allocated for learning spaces.
Ineffective learning spaces often cost more in terms of staff time and missed learning opportunities than well maintained and designed learning spaces. Effective learning spaces require a continuous allocation of resources. Short-term fixes and hand-me-downs are to be avoided in favor of long term, holistic approaches.
