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ExECUTIvE SUmmARy
A new educational paradigm has occurred within the realm o higher
education. This paradigm is driven by changes in our growing understanding o
learning theory, shits in campus and student culture, and advances in technology.
Accordingly, new ways to design and deliver educational space must also bedeveloped to complement todays contemporary educational concepts.
While there are no exact ormulas to provide size, conguration, shape and
capacity o educational spaces needed to support student success, there are
recognized criteria or student learning and success that can be adopted as a
basis or the design o educational space.
This paper identies those undamental principles that can be used to create
spaces designed to enhance student success. It includes recommendations or
developing new design standards within the limits o currently available knowledgeas well as rationale or the creation o a comprehensive vision o campus-wide
transormation.
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INTRoDUCTIoN
The call or a paradigm shit in teaching and learning in higher education occurred
in 1995 when the article, From Teaching to Learning: A New Paradigm or
Undergraduate Education,1 was published. Since Robert B. Barr and John Tagg
created this piece orChange magazine, growing awareness or a new learningdirection has gradually impacted the supporting built environment. Designers o
space have begun to seek new solutions in support o changing learning theories.
A growing body o knowledge rom various organizations oers urther insights
into changes in teaching and learning, campus and student culture, and the need
or responsive physical space. Organizations providing valuable inormation include
EDUCAUSE, the Society o College and University Planning, and initiatives like the
Project Kaleidoscope.
Despite the paradigm shit rom teaching to learning, a question remainsis thisnew understanding actually infuencing the way educational space is conceived,
built and used?
Certainly there are scattered examples o wonderully crated physical
environments that have been created to better support learning. Many o these
examples are becoming well known through industry articles, conerences and
seminars. Yet when one looks at the entire abric o the built environment,
signicant progress appears minimalchanges are oten ragmented, exist in
isolated pockets and have ailed to broadly infuence the traditional ways that
space is designed.
The oremost reason or this is that the instructional paradigm model (Barr and
Tagg) seems rmly entrenched throughout the higher-educational system and still
governs the way most space is planned and built.
However, newer, more dynamic learning environments are breaking through old
standards. These designs oten evolve within a community, engaging users o the
space and involving a cooperative partnership ormed within the institution. The
results refect and support the new paradigm o learning.
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This book also uses a summary o the National Survey o Student Engagement
(NSSE) Clusters o Eective Educational Practice5 to urther distinguish colleges and
universities that perorm well in student engagement and graduation rates. Criteria
or principles include:
o Level o Academic Engagement
o Active and Collaborative Learning
o Student Interactions with Faculty Members
o Enriching Educational Experiences
o Supportive Campus Environment
Additionally, Student Success in College reports that most DEEP (Documenting
Eective Educational Practice) schools, artully plan and maintain their physical
acilities to promote student engagement. Space is dedicated or socially catalytic
interactions; areas where students and aculty can meet inormally or where
students can work together on projects.6
These same principles that distinguish student-success institutions can be used to
develop appropriate design-space standards. In act, most o the successul
models o space at institutions experimenting with prototypical learning
environments refect many o the DEEP school principles within their concepts.
NEw DESIGN STANDARDS: BUILDING oN EffECTIvE EDUCATIoNAL
PRACTICES
NSSE Eective Educational Practice principles can provide valuable insights into
the types o spaces that are most advantageous or learning, along with valuable
insights into the relationships o educational spaces.
I we look closely at these principles and imagine the activities that fow rom them,
we begin to understand why most existing educational space, e.g., the classroom,
is no longer adequate. While educators rightly view NSSE principles as their
domain, designers can develop a better understanding o supportive space by
refecting on the activities within these educational principles.
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For example, the practice o creating a Level o Academic Challenge is entirely
an academic principle on the surace. However, a closer examination indicates
that this objective also involves better classroom preparation, reading and writing
activities, using higher-order thinking skills, and other similar educational processes.
These are pursuits that must occur somewhereand that somewhere is within
designed space.
We can even extend this reasoning beyond the classroom, in partnership with
educators, to include a variety o campus spaces. The popular development o
learning commons andsuccess centers within libraries can be considered a
response to educational tasks described within the principle academic challenge.
The space necessary or these centers can in turn be designed to dynamically
support academic activities.
We should also recognize an immediate and important link o educational space
to other parts o the campus. The result is an increased understanding o the needor a campus-wide vision, one that blends academics, culture and space into a
unied entity (the entity as linked circles o pedagogy, culture and space).
Another NSSE principle, Active and Collaborative Learning provides a wealth o
inormation and inspiration or architects o space. It immediately conjures
concepts o fexible and fuid environments that support a variety o interactive
and engaging activitiesrom teaming, projects, presentations, and discussions, to
individual research and refection, and even, lecturing. These educational activities
have been well ormulated and are being supported by the studio design concept.
Again, the studio concept has evolved to
address this need. But educators also say
engagement is equally important within
a social context. As such, campus space
should acilitate timely eedback, adequate
time spent on task, and interaction with
peers and aculty.
Beyond NSSE principles, educators and architects are urther challenged to
understand a new generation o students, sometimes reerred to as Millennials.
They are technology-smart, have strong collaborative skills and have better
time-management skills than previous generations.7 These shiting cultural
characteristics must also be considered within the design process. Proper
understanding o the increasing complex attitudes and expectations o students
is essential.
Active student engagement
with relevant subject matter
is also vital. Engagement is
the key to learning and
ultimate student success.
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It is obvious that design standards created or the instructional paradigm are no
longer adequate. Thereore the development o new design standards based upon
learning become vitally important. This endeavor, while lled with complexities, must
rely on the educational principles being discussed as a oundation. These concepts,
along with a growing understanding o complex cultural shits, are already being
used by astute architects and designers as they explore learning-centered needs.There will undoubtedly be eventual changes to existing codes and space standards
based upon necessity.
In the meantime, the changes that dene student success outlined here are not
ads. Gradually, they will become the everyday principles o education. The
undamental issue is that new design principles must be applied now, leaving
behind design processes created or the instructional paradigm. That is why the
creation and testing o prototype spaces is so crucial. Without valid inormation
key decision-makers cannot be convinced to accept and codiy any new systems
or standards. The call here is not or revisions but an entirely new way o thinking.
ThINkING AND PLANNING DIffERENTLy
Nancy Chism and Deborah Bickord, in their bookThe Importance of Physical
Space in Creating Supportive Learning Environments state, new visions must be
characterized by dierences in thinking about, planning, allocating resources or,
and using learning spaces.8 The rationale behind this signicant concept is easy
to imagine but becomes highly complex when applied in the real world o higher
education.
new visions must be characterized by
dierences in... thinking about, planning,
allocating resources or, and using learning spaces.
For instance, no exact ormulas exist to provide the size, conguration, shape
and capacity o educational spaces that enable student success. In the past, design
standards developed specically or lecture-based teaching have been used. These
standards are still in wide use and are oten enorced by codes and other
regulations.
We now recognize the infexibility o such spacesspaces based on standards that
dene space as an area per student, rather than based upon educational activities.
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New ways o planning space must be developed. And these methods must not
be based on the traditional standard o student per square oot, but on learning
per square oot.
This endeavor is quite complex and as mentioned, there is little or incomplete
data on which to shape basic equations. We can however, continue to orgeahead with the development o prototypes that have a learning and space
assessment component. And we can apply the learning concepts associated
with student success to develop responsive programs o space and the resulting
design concepts.
As we progress through untested projects o increasingly larger scale and
complexity, we will need methods to observe and evaluate both learning and
the space to support it. In an industry article, David Orr, Oberlin College, states,
We will need instructive models o sustainability, small enough to get our minds
around, but big enough to give us leverage at a larger scale.9
We will need instructive models o sustainability,
small enough to get our minds around, but big
enough to give us leverage at a larger scale.
This wise understanding provides insight into the value o prototypes that are
scaled to be properly evaluated. A campus-wide revolution is impossible withoutproperly understanding the eectiveness o applied learning theories and how
space can benet student success.
ThE EvoLUTIoN of LEARNING SPACES
As we transorm the built environment to better support shits in teaching and
learning, the process takes on more and more complexity. Various stages o
development, assessment and understanding are necessary as we evolve toward
a complete model o space that supports student success. To date, the studiomodel is supplementing the classroom, and a complex o spaces or a community
o spaces is being tested in advanced settings.
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21 sq. t./student 27 sq. t./student 37 sq. t./student
Classr t Studi: D nt rearrange te urniturer else!
The shit rom classroom to studio model grew rom the need or more
interaction within the typical lecture-based classroom. The original motivation
was primarily discussion basedboth within the regular class structure and in
breakout groups. Early examples refected desperate cries or better space andcould be ound across many campuses in the get the chairs into a circle
model employed by then rogue aculty.
A byproduct o this movement was confict and misunderstanding among aculty
members, which also had ripple eects in acilities management. This oten
resulted in cryptic signs posted on blackboards, Do not rearrange the urniture
or else!
The studio model answered the need or more fexible space that also supported
interaction. Some very competent spaces are currently being created. They refectthe shit rom passive to active learning and provide more space per student than is
typically used in lecture-based teaching.
These models also use a variety o movable urniture and are designed to
provide multiple lines-o-sight and improved acoustics that permit a higher
degree o interaction.
Shiting the lecture-based classroom toward a studio environment was a major
design response that has now become one o the better-understood models.
Many other orms o learning environment models have evolved including
congurations popular with law and business schools and interactive science
laboratories as promoted by Project Kaleidoscope and Scale UP.
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Classr t Studi: Paing te wa t Engageent
Observe the dynamics within the studio model and one quickly gains insights into
positive changes that occur in both student and aculty behavior.
Generally, acultys role will continue to slowly shit rom being an instructor whoimparts wisdom to one who engages students, shaping both how and what they
learn. Lecture still occurs within the studio environment, oten at the beginning o
class to outline objectives and expectations or the day. But students may also be
expected to arrive prepared to contribute to discussions, oten accessing course
content via the Internet.
In this way studios support the educational elements o student engagement.
While there are some exceptions, most students have assumed ownership within
the studio model. They are more involved and seem reer to express themselves.
Properly designed and positioned studios are important to the development o
team and interdisciplinary teaching as they more easily support the connections
required or this activity. Examples o the studio classroom evolution rom the Ryan
C. Harris Learning Teaching Center at the University o Dayton and other similar
models have shown that there are three undamental elements needed to design
an eective studio spacefexibility, unction and aesthetics.10
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Obviously fexibility is o prime importance. It allows or the interaction and
engagement needed to support student success.
Function is another undamental design consideration. No longer is the ocus
solely on supporting the teacher; students are now major players within the studio
environment. As such they are involved in the everyday dynamics o the learningprocess and must have equal access to all aspects o the space and its supporting
educational tools. Beyond mechanical systems and lighting and saety, designing or
unction has experienced a undamental shit that also stresses the importance o
lines-o-sight and improved acoustics.
There is also an increasing awareness in the importance o aesthetics and its role
within the learning environment. Although additional study is required, it is obvious
that well-designed environments with pleasing proportions, colors, textures,
lighting and with a human scale and a sense o place can have a proound
infuence on educational activities.
Cunit Spaces: Learning in Cunit
The compelling rationale or the importance o learning in community is presented
by Deborah Bickord and David Wright in Community: The Hidden Context for
Learning.11 They state, Research on learning theory, how the brain works,
collaborative learning, and student engagement has taught us that people learn
best in community.
Bickord and Wright describe a community as a group o people with a commonpurpose, shared values, and agreement on goals. They urther state, A real
community, however, exists only when its members interact in a meaningul way
that deepens their understanding o each other and leads to learning.12
Learning in community requires a response rom designers o space that is ar
dierent rom even the advancements o the studio concept. The studio design,
while a major leap orward, is insucient to meet the total requirements o a
community o learners. The initiative instead requires a new type o spacea
community o spaces. These are places that are interconnected, related and
specically designed to support learning in community.
An immensely complex issue, learning in community creates ripple eects in space
design as institutions make the bold leap rom classroom to studio, and then to
a community o spaces. Where the classroom model ocused primarily on the
instructor, the studio involves multiple playersinstructor, students, acilities
management, scheduling department, and perhaps instructional technology.
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In contrast, a community o learners
requires involvement rom all these
constituents, plus a variety o additional
stakeholders, some with opposing agendas.
Imagine the issues that arise in a living-
learning community that likely involvesStudent Aairs, Housing, Academics, IT,
and Facilities Management, not only in
concept and design, but also in operations!
Cunit Spaces: Eaples in Success
Remember the mantra, think, plan, and use dierently? There are some
shining examples o successul collaborative projects that have created a
community o spaces that support student success. These projects were
accomplished by a group o people with a common purpose, shared values,and agreement on goals.13 In other words, in community.
In some instances a community o spaces is needed to support specic
learning goals. Consider the space needed to support the NSSE principles, Level
o Academic Challenge and Student Interaction with Faculty. New places, oten
within libraries, are being created to mix students and aculty in spaces with mutual
ownership. Writing centers, success orlearning centers, and learning commons are
all developments created in response to the need or interaction, engagement,
socialization, and eedback. Properly conceived, these can be places or socially
catalytic interactions; area where students and aculty can meet inormally orwhere students can work together on projects.14
One example o such a space is currently being studied or The Ohio State
University Science and Engineering Library. The planning study calls or the
conversion o the library to become a place that:
o Is a vital & dynamic space;
o Fosters a spirit o collaboration;
o Stimulates creativity;
o Is a testing place or learning;
o Enhances relationships and stimulating engagement
between librarians, aculty, and students.
Issues o unding, control
and conficting agendas oten
overshadow what should be
the initial objective o eachand every projectstudent
success.
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Its third-foor concept mixes a Digital Union and support oces with new studios,
interaction areas, and research to provide a highly interactive environment. This
new place promises to be not only highly productive, but a testing model or other
campus areas.
A Stud in Cunit: Learning and Space
The University o Dayton took recent advantage o 10,000 square eet o space
within a new residence hall that was built to deliver additional and better student
housing. This space, inormally christened, The Learning Space in Marianist Hall,
extended the lessons learned by observing activities in the universitys Ryan C.
Harris Learning Teaching Center (LTC).
This older space, the LTC, had many components that contributed to improved
learninga studio linked to a multipurpose orum, a ca, spaces or Learning
Enhancement and Academic Development, as well as oces or those needinginteraction with users o the space. All this was created with oversized pathways
that link destination points while oering space or group study or private
refection. These spaces promote a continuation o learning and impromptu
exchanges.
The new Learning Space incorporates many o LTCs eatures to not only provide
fexibility within the more ormal studios, but also support the educational
elements o eedback and interaction, and other learning principles.
For instance, the studios oer students and aculty the fexibility to engage in the
multiple tasks that accompany active and collaborative learning. Because the studio
in itsel is insucient to support all the needs or engagement, timely eedback, and
ongoing interaction, the studios are supplemented with additional types o space.
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When taken together, the Learning Space provides an innovative and enhanced
learning environment, along the lines o a Jeersonian model o education. Its wide
array o spaces and elements work in concert and include:
Linkedstudios to provide the fexibility
advantage ound within a single learningenvironment while also encouraging co-
curricular and interdisciplinary teaching.
Ofces are mixed within the heart o the
complex to provide accessibility to aculty
and encourage interaction. Partial glass wallsallow aculty to observe students working
while providing students with visual signs
o aculty availability. Subtle arrangement o
urniture gives aculty a degree o privacy
when desired. An unwritten understanding
o when aculty is available or interaction
evolved naturally ater only a ew months
o use. The position and use o these
oces has also heightened the community
o practice among at least part o the aculty.
ACommonsarea accommodates up to
80 persons. This space serves a multitude
o unctions, rom acting as a scheduled
studio, to serving as a gathering place or
three classes meeting at once. Mobility and
ease o reconguration is critical to
the operational success o this space. The
urniture selected is easily moved and
stackable, or easily nested. Lightweight
screens are used to provide temporary
sectioning o the space. At other times it
becomes group project space, individual
study space, or hosts presentations by,
and receptions or, visiting scholars.
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Pathways serve as links between the major
spaces. While older models would use
corridors (or by code, means o egress),
the Learning Space makes use o
generous areas lled with sot seating,
marker boards, out-o-the-way nooks orrefection and tables that extend learning
beyond the studios. This principle has been
extolled by numerous educators as
essential to deeper learning. Pathways
are open to squatters and interlopers,
acilitating impromptu exchanges, and are
oten used by students or the preparation
o presentations.
A high degree o emphasis in the Learning Space is given to aesteticscolor,
lighting, and textures. Walls are covered with artwork and posters that tell o
activities. Artwork is selected to relate to current events, curriculum topics and
other eorts that extend learning into a real-world setting.
ThebenetsandrewardsgeneratedbytheuniversitysnewLearningSpace
ae been nuerus:
Studentsandfacultyappeartofunctiontoahigherdegreewithinthiscomortable atmosphere, associating the space with a more homey eeling
than that o a typical classroom building.
Richerinteractions,benecialsocialconnectionsandasenseofstudent
ownership have been noted over the two years o use.
StudentswithintheLearningSpaceseemtoexhibitthesamepositive
characteristics observed within the LTC Studio. They appear more open to
interaction and engagement.
Aheightenedsenseofemotionalsecurityseemstoallow,evenencourage,
exploration. Students eagerly ask questions in the Learning Space environment
when they might otherwise remain mute in the typical classroom setting, or
ear their questions might be judged as dumb.
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Therearefacultyreportsofstudentsmakingmeaningfulconnectionsbetween
their courses. History, English and philosophy courses take on new meaning as
relationships between those subjects become linked and better understood.
All in all this community o spaces is designed to support student success by
advancing NSSEs criteria o eective educational practices. It urthermoreconsciously creates a sense o place. Kuh, et al, states, Students are more
likely to fourish in small settings where they are known and valued as individuals
than in settings where they eel anonymous.15
Students are more likely to fourish in small settings
where they are known and valued as individuals
than in settings where they eel anonymous.
Additionally, the physical characteristics o environments like the Learning Space
can aect learners emotionally with important cognitive and behavioral
consequences. For instance, sot-seating comort is important ergonomically, but it
also creates an association with a positive place o well being. Environments that
elicit positive emotional responses may lead not only to enhanced learning but
also to a powerul, emotional attachment to that space.16
o Designs and Dileas
A move to a community o spaces sounds utopian and is indeed a vast
improvement over traditional spaces in supporting learning-centered processes.
Such a move may need to address several cultural issues howevereven
clashesthat can inhibit its eectiveness.
To truly realize results, a dierently designed space must also be utilized dierently.
Otherwise, a lecture is still just a lecture. Additionally, there remains a certain
percentage o students who, by nature or by previous educational experiences,
are not able to ully adapt to a culture o engagement and interaction. This
presents a diculty since, Student growth and development are aected bytheir level o engagement and quality o study eorts.17
Student growth and development are aected by
their level o engagement and quality o study eorts.
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CoNCLUSIoN
The present era demands radical rethinking rather
than tinkering. Chism/Bickord
Institutions o higher learning are aced with complex issues that can greatly
infuence their positions among peer institutions. Such issues also aect
recruitment and retention o students and aculty, and at times, even threaten
their very existence. The range o issues include societal changes, shits in
campus culture, in teaching and learning, and in traditional sources o unding.
Moving the transormation o learning and space orward is equally multiaceted and
lled with complexities. Responses to date are as varied and diverse as the number
o institutions. There are, however, several important universal steps that can
acilitate the necessary change required to create eective learning environments.
CreateaUniedStakeholderVisionFocusedonStudentSuccess
Learning environments are more than just space issues. Campus stakeholders
must act as a ocused community placing student success as the overriding,
common goal. A team o learning-centered advocates should be appointed by
the president to represent the various learning-centered interests. This advocate
group can provide insight and guidance on educational space planning. It should
act as a resource to acilities management and planning consultants in any upgrade,
renovation, or construction o academic space. In other words, every project
involving space should be considered an opportunity to create a learning-centered
environment.
It is also important that the acilities director establish a policy supporting the
universitys learning-centered strategies and directives. Facilities management
should establish a leadership group within its organizational structure that has
knowledge o the principles o learning-centered initiatives. In this way they will
be able to maintain a close and respected relationship with the academic
learning advocates. The learning advocates must also develop an understanding
o the pressures in the daily operations o acilities and why their knowledge and
expertise is vital to ultimate transormation.
Establis Prttpes t Test Learning & Space
Scattered across the United States and in other countries are rich pockets o
advanced prototypes o space that support learning. These examples represent
valuable inormation regarding the connection between space and learning.
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Although this inormation is ragmented and typically not well studied or shared, it
can still have a powerul infuence on its users. Simply having experimental spaces
within a campus environment provides aculty, students and administrators with a
visible illustration o student success and its resulting benets.
Deelp a Parallel facult Deelpent CpnentO course, i newly created space models are used to sustain the old, instructional
paradigm, they will be o no real benet. In act, they will be detrimental to the
causethe cost o these prototypes will be seen by adversaries as a sound reason
to retain the lecture approach as the best teaching method.
New space models dont yet come with instruction books thereore aculty
development is a critical component to the success o new space design and
implementation. Proper assessment methods must be established to test learning
theory, identiy how space supports learning, and provide guidance to aculty
that wish to hone their teaching skills in the new learning environment.
Inle Users Space
I institutions are to plan educational spaces dierently, they must logically include
the users o spaceaculty and studentswithin the planning process. Recently,
there has been a rereshing trend to especially involve students in planning. Many
o the projects that use student surveys and design involvement include student
unions, residence halls, and recreational acilities. Unortunately, this remains less
so or the most important o campus spacesthose scheduled or educational
purposes.
optiize Space opprtunities and Blend Psical and virtual Spaces
It is both physically and nancially impossible to redesign colleges and universities
to support new learning using traditional planning methods and operational
procedures, and conventional space standards and unding methods.
Space standards can no longer be based on bodies per square oot, per standard
time intervals. New measurements must be developed that refect learning rather
than by the math equations developed or the instructional paradigm. This
becomes a nancial issue as the amount o space within a typical studio designed
or active learning increases by a actor o at least two over a lecture-based
classroom. Also these spaces usually cost more due to improvements in urniture,
educational tools and aesthetics.
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Thereore, besides creating new orms o space, institutions must nd creative
ways to use them. In addition, all spaces across the campus must be used in wiser
and more ecient ways. Spaces can now have multiple uses and learning can be
spread into areas that to date may have been o limits. To do so involves all
campus stakeholders and operational aspects o the campus and will oten
require the breaking down o silos or territories.
There must also be a blending o physical and virtual space to increase eciencies.
Educators must devise new ways o scheduling space and distributing course
content. More creative ways o using technology will be the key to this
transormation.
SUmmARy
Creating a new vision o the campus and all its possibilities requires resh
approaches. Nancy Chism neatly sums up where we now are in this evolutionby this exhortation, A radical rethinking o the use o space in learning,
exploring related items such as scheduling and use o instructional technology,
is clearly needed at this juncture.18
The path toward a learning-centered campus will travel though uncharted
territories. It will require orming cooperative relationships that break down
traditional barriers. It will create new ways to plan and use space. And above
all, it will require communitya community o explorers with the common
goal o student success.
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Creating the New Learning Environment
This research report urnished to you courtesy o KI
REfERENCES
1 R.B. Barr and J. Tagg, From Teaching to Learning: A New Paradigm or Undergraduate
Education, Change, Nov./Dec. 1995, 27(4).
2 Chris Johnson and Cyprien Lomas, Design o the Learning Space, Learning & Design
Principles, EDUCAUSE Review, July/August 2005.
3 George Lorenzo, Diana Oblinger, and Charles Dziuban, How Choice, Co-Creation, and
Culture Are Changing What It Means to Be Net Savvy, EDUCAUSE Quarterly, Vol. 30, No.
1, 2007.
4 George D. Kuh et al., Student Success in College: Creating Conditions That Matter,
Jossey-Bass, 2005.
5 Ibid., pp. 10-11.
6 Ibid., pp. 93, 106.
7 Diana Oblinger and James Oblinger, Educating the Net Generation, EDUCAUSE eBook, 2005
8 Nancy Van Note Chism, Deborah J. Bickord, The Importance o Physical Space in Creating
Supportive Learning Environments, Jossey-Bass New Directions or Teaching and Learning,
No. 92, Winter 2002. Chapter 10, Improving the Environment or Learning: An Expanded
Agenda.
9 David W. Orr, A Meditation on Building, The Chronicle o Higher Education, The Chronicle
Review, October 20, 2006.
10 William Dittoe, The Importance o Physical Space in Creating Supportive Learning
Environments, Jossey-Bass New Directions or Teaching and Learning, No. 92, Winter 2002.
Chapter 9, Innovative Models o Learning Environments.
11 Deborah Bickord and David Wright, Learning Spaces, EDUCAUSE eBook, 2006. Chapter 4,
Community: The Hidden Context or Learning, p. 3.
12 Ibid., p. 5.
13 Ibid.
14 George D. Kuh et al., Student Success in College: Creating Conditions That Matter,
Jossey-Bass, 2005, pp. 93, 106.
15 Ibid., p. 106.
16 Ken A. Graetz, Learning Spaces, EDUCAUSE eBook, 2006. Chapter 6, The Psychology o
Learning Environments.
17 Sawyer Hunley and Molly Schaller, Learning Spaces, EDUCAUSE eBook, 2006. Chapter 13,
Assessing Learning Spaces.
18 Nancy Van Note Chism, The Importance o Physical Space in Creating Supportive Learning
Environments, Jossey-Bass New Directions or Teaching and Learning, No. 92, Winter 2002.
Chapter 1, A Tale o Two Classrooms, p. 11.
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