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ERIC Number: EJ850627
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1528-5324
Aligning Learning Space Design and Student Work: Research Implications for Design Processes and Elements
Nixon, Andrea Lisa
EDUCAUSE Quarterly, v32 n1 2009
In these troubled economic times, members of college and university communities must provide effective learning environments to support ever-changing curricula while reducing budgets. At the same time, a growing body of literature points to shifting needs of the variously named digital natives, Millennials or the Net Generation. This article recounts one college's attempts to develop a grounded understanding of the ways students engage with the campus while working on course assignments. This understanding must inform learning space design so that it aligns with students' needs. There are three critical factors campus leaders need to understand for effective learning space design: (1) It is critical to understand student uses of study spaces. Space design and resource allocation processes frequently align with organizational boundaries within the institution. Having data about the ways students use spaces can help focus planning discussions on student needs instead; (2) Initial research suggests significant variation by class year in the ways that students report seeking curricular support. This finding has important implications for the inventory and array of study spaces on campus; and (3) Study spaces available to students must align with the work demanded of them. Briefly put, campus learning space design must align with the curriculum. Furthermore, this article reports findings from the research study that are germane to learning space design. (Contains 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A