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ERIC Number: EJ792509
Record Type: Journal
Publication Date: 2002
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0895-6405
Form Follows Function? Innovations in Education Demand Flexible Building Design
Lidsky, Arthur J.
Connection: The Journal of the New England Board of Higher Education, v17 n1 p13-15 Sum 2002
There is a fundamental change occurring in higher education--a pedagogic shift from teaching to learning. This shift is being driven by considerable and significant research into educational theory, behavioral and cognitive sciences and human development. In the past, a common mode of teaching was lecturing. Today, many faculty facilitate discussions. Students today are encouraged to be more proactive and to take responsibility for their own learning. They have more experiential and hands-on education than their parents. Most of them, in college, were expected to work independently as individuals; many students today work collaboratively in small groups. Creating a community of learners is an important goal of many educators. Other forces are also changing higher education. The revolution in computer and communications technology has affected everything from grounds-keeping to teaching to research. Off-campus and distance learning initiatives are proliferating. Institutions compete intensely for students and for financial resources. State and federal requirements on colleges grow apace. Through all this, there is an increasing need to maintain, renovate or replace aging facilities and equipment. At the same time, building designs are evolving to support the changes taking place in education. The relationship between education and architecture is symbiotic--one affects the other. Building design can support and advance educational change, or it can hinder change.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A