Table Of ContentJournal of Learning Spaces
Volume 5, Number 1. 2016 ISSN 21586195
Research-Informed Principles for (Re)designing Teaching and Learning
Spaces
Adam Finkelstein Jennie Ferris
McGill University McGill University
Cynthia Weston Laura Winer
McGill University McGill University
Designing physical learning environments that connect to indicators of effective
educational practice reflects a university’s pedagogical commitment to student success.
This article describes an approach to teaching and learning space design based on research-
informed pedagogical principles successfully implemented at our university. It then
articulates and provides examples of how those principles can be translated into classroom
design features. These principles have had an operational and conceptual impact on
campus, providing a framework for diverse audiences to think about spaces in a way that
reflects shared goals, language and values.
Introduction Spaces based on best practices in teaching. It then articulates
how these Principles have been operationalized as classroom
design features at McGill University, a large, research-
Traditional lecture halls are typically environments in
intensive university in Canada.
which faculty talk and students listen, and thus these spaces
do not support what is known about how students learn
best. Biggs (2003) noted that this approach to teaching is so Context and Review of the Literature
common in universities that “delivery and assessment
systems the world over are based on it. Teaching rooms and Current Understanding of Teaching and Learning
media are specifically designed for one way delivery” (p.
21). Researchers studying the influence of space on the Learning requires students to actively engage with the
learning environment have described the integral nature of content and with each other. Active engagement can be
space as part of the student learning experience (e.g., encouraged in many ways, such as asking students to
Guskin, 1994; Jamieson, 2003). Because learning spaces are articulate their thinking, solve problems, as well as interact
intended to support the teaching and learning that occur critically with content in order to analyze, synthesize and
within them, it is vital that design decisions are informed by evaluate it (e.g., Driscoll, 2002; Entwistle, 2010; Pascarella &
sound pedagogical principles. Research-based practices for Terenzini, 2005). Through active engagement, students link
effective teaching and learning in higher education have new knowledge to previous knowledge, resulting in deeper
been proposed, but their implications for spaces have not and longer-lasting learning (Trigwell, Prosser &
been formally articulated to date. This article describes the Waterhouse, 1999). Students tend to process at higher
development of Principles for Designing Teaching and Learning intellectual levels when collaborating than when working
individually (e.g., Entwistle & Peterson, 2004; Vygotsky,
1978).
Adam Finkelstein is an Academic Associate at Teaching and
Approaches to teaching have been described along a
Learning Services at McGill University.
continuum from teaching-centered to learning-centered (e.g.
Jennie Ferris is a Teaching and Learning Planner at Teaching and Kember & Kwan, 2000; Ramsden, 2003; Weimer, 2002). A
Learning Services at McGill University. teaching-centered approach is characterized by
considerations of what to teach and how to “cover” the
Cynthia Weston is a Professor Emerita in the Department of
content. The instructor’s role focuses on transferring
Educational and Counselling Psychology at McGill University and
knowledge to the students who receive that knowledge as it
the former Director of Teaching and Learning Services.
is presented. A learning-centered approach is characterized
Laura Winer is the Director of Teaching and Learning Services at by considering what students need to learn and how to help
McGill University. them achieve those goals. The instructor’s role focuses on
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
facilitating and guiding learning by encouraging discussion more thorough interpretation of each theme. NSSE is now
and providing feedback to students, the active constructors framed by a set of five themes (Center for Postsecondary
of knowledge. Research, Indiana University School of Education, 2015)
Approaches to learning have been described on a linked to university-level success:
continuum from a surface to a deep approach. Surface A. Academic Challenge (formerly Level of Academic
learning is characterized by memorization and reproduction Challenge): indicators include expectations of higher-order
of content for assignments and exams, tending to result in learning, reflective and integrative learning, learning
shorter-term knowledge retention. Deep learning, in which strategies, and quantitative reasoning;
students search for meaning and link course content to B. Learning with Peers (formerly Active and
previous experiences, tends to result in longer-term Collaborative Learning): indicators include experiences with
knowledge retention (e.g., Trigwell, Prosser & Waterhouse, collaborative learning and discussions with diverse others;
1999). Research suggests that there is a link between C. Experiences with Faculty (formerly Student-Faculty
instructors’ teaching approaches and students’ learning Interaction): indicators include student-faculty interaction
approaches. When instructors use a teaching-centered and effective teaching practices;
approach, students tend to adopt a more surface approach D. Campus Environment (formerly Supportive Campus
to learning. Conversely, when instructors use a learning- Environment): indicators include the quality of interactions
centered approach, students tend to adopt a deeper and supportive environment; and
approach to learning (e.g., Biggs, 2003; Entwistle, 2000; E. High-Impact Practices (formerly Enriched
Ramsden, 2003; Trigwell, Prosser & Waterhouse, 1999). Educational Experiences): these practices capitalize upon the
four categories above, often going beyond the traditional
Principles for Best Practice in Higher Education
boundaries of a course experience. They include learning
Best practice principles connected to student success in communities, internships, study abroad, capstone courses,
higher education emphasize the importance of active and other offerings (McCormick, Gonyea & Kinzie, 2013).
learning, collaborative engagement, and student-faculty Over the past decade, there have been two major
interaction for effective teaching and learning. categories of studies looking at outcomes and engagement,
Internationally, among the most well-known best practice investigating the link either between (1) engagement and
principles are the Seven Principles for Good Practice in learning, or between (2) engagement and success. As an
Undergraduate Education (Chickering & Gamson, 1987). example of the first category, the Wabash National Study of
These principles emphasize the importance of active and Liberal Arts Education examined six liberal education
collaborative learning, student-faculty interaction, and outcomes (“critical thinking, moral reasoning, leadership
prompt feedback. These principles have informed scholars towards social justice, well-being, interest in and
worldwide, including North America (Bonwell & Eison, engagement with diversity, and interest in deep intellectual
1991; Ewell & Jones, 1996; McKeachie & Svinicki, 2011), work”) across multiple institutions and how they interacted
Australia (Herrington, Reeves & Oliver, 2005; Miliszewska with the NSSE themes (Blaich & Wise, 2011, p. 7). Positive
& Horwood, 2004) and Hong Kong (Joughin, 2004). Student associations were demonstrated between all the outcomes
engagement “is generally considered to be among the better and the NSSE themes. The authors conclude that the NSSE
predictors of learning and personal development” (Carini, themes are useful in connecting to educational outcomes in
Kuh & Klein, 2006, p. 2), and has been used as a proxy higher education (Pascarella, Seifert, & Blaich, 2010).
indicator for student learning. As an example of the second category, other researchers
The National Survey of Student Engagement (NSSE), a have focused on the relationship between student
North American survey taken by first- and fourth-year engagement and success in higher education. Kuh et al.
student respondents (NSSE, 2010) has been used to measure (2008) demonstrated that engagement had the strongest
student engagement at over 1,600 universities since 2000 impact on first-year student success. They found positive
(Carini, Kuh & Klein, 2006; NSSE, 2015). Based on extensive correlations between students’ GPAs and their educationally
research, the NSSE captures the essence of best practices for purposeful activities – “practices shown to be related to
teaching and learning in higher education. Its questions and desired educational outcomes” (Kinzie, 2012, p. 1) –
themes were recently revised (McCormick, Gonyea & especially for those students least prepared for college.
Kinzie, 2013). While this revision is in many ways similar to These connections have also been demonstrated at the
the previous version, changes do include adding High- community college level in three large-scale studies
Impact Practices (Kuh, 2008) as well as modernizing and (McClenney & Marti, 2006). They confirmed that student
clarifying some terms. Engagement themes (in italics below) engagement was a strong predictor of academic success
have been linked to engagement indicators, permitting a (GPA and credit completion level) as well as retention at the
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
community college level. Kuh (2008) notes, “engagement “research-intensive, student-centred university, with a
increases the odds that any student – educational and social commitment to excellence judged against the highest
background notwithstanding – will attain his or her international standards, and with an enduring sense of
educational and personal objectives” (p. 32). Having public purpose” (Masi, 2013, p. 4). This vision of a rigorous,
considered student learning and principles for best practice student-centered university is consistent with NSSE’s
in higher education, we next synthesize learning space emphasis on multiple aspects of student learning, from
design principles, and address the link between classroom challenging and collaborative learning experiences to a
space and teaching and learning. supportive campus environment.
Before our study the NSSE themes were already being
Principles for Learning Space Design
used in discussions of teaching and learning. Our
Numerous principles have been elaborated upon, institution’s NSSE survey results are considered to be
specifically for learning space design. For example, Strange internal indicators of success and a useful comparator with
and Banning (2001) consider the qualities of effective peer institutions. While we scored well on some themes,
interactions between academic environments and the other areas needed improvement. As a familiar and
individuals who inhabit them. They consider principles for respected tool, the NSSE themes provided a useful vehicle
learning space design in terms of the physical environment for discussing teaching and learning environments with
and its context, including accompanying social constructs. diverse audiences including instructors, students, senior
By considering the physical aspects of human environments administrators, planners, architects, and project managers.
and recognizing campus environments as reflecting Finally, it appeared possible that the NSSE themes could
inhabitants’ collective characteristics, they explore the be operationalized as design features in teaching and
various components that may impact individuals’ learning environments in a way that was consistent with
interactions within a given space. pedagogical research. The theoretical and conceptual rigor
Keppell, Souter and Riddle (2011) also suggest principles of NSSE was critical in establishing the credibility of these
for learning space design: comfort, aesthetics, flow, equity, design principles. A research-informed focus on designing
blending, affordances, and repurposing. These principles classrooms allows a better connection with the academic
consider the affective aspects of an individual’s experience community that will ultimately use them.
within a space, from the learning environment’s impact on The following guiding principles were developed to
physical and mental well-being to different cultural and explicitly link the features of exemplary learning
physical space needs. The learning environment’s environments to the NSSE themes.
affordances, including on-site and virtual 1. Academic challenge: Learning spaces should support
technological/pedagogical resources, should also be students’ active engagement with content and include
considered. technologies that support multiple modes of teaching and
Jamieson et al. (2000) propose guiding principles for learning.
developing learning spaces consistent with student-centered 2. Learning with peers: Learning spaces should permit
learning: spaces should be designed for multiple [curricular] students to work both individually and collaboratively.
uses, maximizing their flexibility and considering how 3. Experiences with faculty: Learning spaces should facilitate
formerly discrete university functions and services may be communication and interaction between students and
integrated. Vertical dimensions should be capitalized upon. faculty.
Classroom features and functionality should afford 4. Campus environment: Learning spaces should be
maximum control to teacher and student users. Finally, consistent with the university’s culture and priorities as
students should feel ownership of learning spaces, with reflected in the campus master plan, follow university
expanded access and use (pp. 6-8). design standards, and be designed for future flexibility.
The NSSE themes (prior to 2013, referred to as 5. High-Impact Practices (HIPs): Learning spaces should be
“Benchmarks of Effective Educational Practice”) provided a usable for a variety of learning approaches, including high-
useful framework for teaching and learning space design at impact practices inside and outside the classroom. There
our university for three reasons. They align with our should be coherence and continuity across both formal and
commitment to student life and learning, they are used as a informal learning spaces.
tool to promote discourse in our context, and each theme Table 1 maps the Principles for Designing Teaching and
could be translated into physical classroom elements. The Learning Spaces onto room features to reflect the recent
educational values represented in the NSSE themes are revisions to the NSSE themes. Each principle is connected to
aligned with McGill University’s commitment to student life student learning, and examples of its translation into specific
and learning. Our university has been described as a design features are included. The Principles are aspirational
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
Principle Layout Furniture Technologies Acoustics Lighting/colour
Academic Learning spaces should allow (cid:1) Work surfaces for (cid:1) Comfortable furniture; (cid:1) Access to infrastructure (e.g., (cid:1) Acoustic design to (cid:1) Appropriate lighting for
challenge: students to actively engage with notebooks, (cid:1) Varied furniture to support printing, power for student avoid distraction individual work
Promote content and include a range of laptops, textbooks different types of tasks and laptops) from outside and (cid:1) Intentional use of colour
individual, technologies that support multiple preferences (cid:1) Access to resources (e.g., LMS, inside sources to promote focus
active modes of teaching and learning. internet, virtual labs, specialized
engagement software)
with content (cid:1) Multiple sources and screens for
simultaneous display of different
learning materials
Learning with Learning spaces should provide (cid:1) Promote face-to- (cid:1) Flexible seating (e.g., fixed (cid:1) Shared workspaces (e.g., writable (cid:1) Sound zones (cid:1) Different lighting patterns
peers: features that permit students to face chairs that rotate, movable walls, digital workspace) support multiple to support different
Promote active work both individually and in communication tables and chairs, tablet chairs simultaneous activities
engagement collaboration with one another. (e.g., two rows of on wheels) conversations (cid:1) Using colour to define
with one students on a tier, (cid:1) Intentional use of furniture of (cid:1) Appropriate groups’ use of space
another small groups) different heights and shapes amplification
(cid:1) Individuals can available (e.g.,
move about easily student table
(cid:1) Unobstructed microphones)
sightlines
Experiences Learning spaces should facilitate (cid:1) Easy access to all (cid:1) Podium doesn’t interfere with (cid:1) Screen sharing (cid:1) Sound zones (cid:1) Different lighting patterns
with faculty: communication and interaction students (e.g., sightlines, movement and (cid:1) Ability to control classroom support multiple to support multiple types
Promote between students and faculty. multiple aisles, interaction, while being large technologies away from the simultaneous of teaching tasks
interaction and unobstructed enough for instructional podium (e.g., remote mouse, conversations (cid:1) Colours distinguish
communication sightlines) materials. wireless projection) (cid:1) Appropriate purposes (e.g., where
(cid:1) Flexible furniture to support amplification chairs go, what groups
different teaching strategies available (e.g., work on what
(e.g., movable, variable wireless audio surfaces/with whom)
heights) amplification)
Campus Learning spaces should be This category relates to the campus environment as a whole. It provides opportunities for supporting students’ learning through consistently high-quality
environment: consistent with the university’s learning spaces through the application of standards and design principles. For example:
Promoting culture and priorities as reflected (cid:1) University standards applied, e.g., classroom and IT standards; accessibility guidelines; recognized sustainability practices, materials and technologies;
high-quality in the campus master plan, follow regulated building operations (e.g., temperature and ventilation). For further details and/ context, see McGill University Classroom Guidelines and
learning spaces university design standards, and Standards
across campus be designed with future flexibility (cid:1) Design classrooms for flexible future use where possible (e.g., raised floors for conduits to permit future classroom reconfiguration).
in mind. (cid:1) Design classrooms, consistent with the principles of Universal Design and Universal Design for Learning, to meet the needs of and be used by all
populations using these spaces (e.g., natural light, sufficient storage, standardized room controls to facilitate use of multiple classrooms).
(cid:1) Design classrooms to integrate with surrounding space (informal spaces, etc.)
(cid:1) All classrooms are thought of within the campus master plan.
High-Impact Learning spaces exist within a Multiple types of campus physical environments are needed to support a variety of HIPs. Ensure availability of, and support for, a diverse range of
Practices larger campus context; there affordances (both physical and virtual) to maximize HIPs for student learning.
(HIPs) should be an ease of transition
between spaces so as to better
support high-impact practices
inside and outside the classroom.
Table 1. Principles for designing teaching and learning spaces. Revised from Weston, Finkelstein, Ferris and Abrami (2010).
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
in nature; existing constraints (budget, scheduling, building coherent with their underlying values and philosophy (see
limitations, architectural heritage, faculty culture, etc.) may McGill University’s Teaching and Learning Spaces Working
limit the actual design decisions. Group, 2014, for process).
Impact of the Principles Operational Impact
We consider the impact of the Principles in operational and In order to illustrate how the Principles have been
conceptual terms. The discussion of operational impact implemented we provide three brief examples, followed by
provides examples of how the Principles have been effective illustrative before and after photographs. We have chosen a
in making the NSSE themes concrete. Conceptual impact is range of classrooms renovated between 2009 and 2012: a
defined as how the Principles provide a framework for tiered lecture hall (178 students), a flexible flat classroom (65
thinking about teaching and learning spaces that reflects students), and an Active Learning Classroom (72 students).
shared goals, language, and values. In recent years, these The careful designs of these classrooms demonstrate ways in
have been demonstrated at various levels within the which the Principles can be applied across diverse physical
university community. environments. Elaborated descriptions of these three
The Principles were developed in the context of a classrooms are presented in the Appendix, including the
university-wide initiative to improve classrooms. While our vision for each room, its key features (including technologies
focus is on the impact of the Principles themselves, it is and innovative aspects), staffing support, and links to
important to consider them in the context of a process related materials.
Tiered lecture hall Flexible flat classroom [See Appendix] Active Learning Classroom (ALC) [See
[See Appendix] Appendix]
Summary A high-use, high-capacity A previously lecture-focused space with A previously traditional flat classroom
lecture hall has been fixed seating now supports a greater has been redesigned to engage students
updated. variety of teaching and learning actively and collaboratively in their
experiences. learning.
Academic Work surfaces doubled in Ample workspace; both natural and Ample work surfaces; comfortable
challenge size; appropriate lighting improved indirect lighting furniture; a range of technologies;
supports different tasks appropriate acoustic treatments and
lighting options
Learning with Armless chairs permit The change from fixed tables and Round tables for collaboration; shared
peers side-by-side collaboration; swing-out chairs to lightweight, sturdy digital and physical workspaces (screen-
sound zones ensure that wheeled tables and chairs permits sharing and writable walls)
students and instructors flexibility: students can collaborate in
can all hear and be heard pairs or small groups and use
whiteboards
Student Unobstructed sightlines; Flexible furniture permits easy Central podium; instructors can circulate
interaction with gradual slope circulation; clear sightlines and flat freely; sound zones and amplification
faculty design decrease the instructor-student allow students and instructors to hear
distance and reduce the traditional and be heard in plenary and small group
hierarchy of front-facing rooms discussions
Campus Upgraded ventilation; Improved lighting; ease of movement Improved ventilation; natural and
environment better lighting; use of and comfort in the space; storage artificial light (adjusts for daylight);
activating colors sustainable building practices, including
a raised floor for future reconfiguration
High-Impact Classroom affordances help instructors implement High-Impact Practices for student learning.
Practices
Table 2. Examples
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
Illustration 1. Tiered lecture hall [Leacock 219] - after
Illustration 2. Tiered lecture hall [Leacock 219] - before
Illustration 3. Tiered lecture hall [Leacock 219] - before
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
Illustration 4. Flexible classroom [McConnell 12] - after
Illustration 5. Flexible classroom [McConnell 12] - before
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
Illustration 6. Active Learning Classroom [Education 627] - after
Illustration 7. Active Learning Classroom [Education 627] - before
enrollment statistics. There has been a shift in the language
used by institutional project managers and architects as they
Conceptual Impact have moved from being unfamiliar with or resistant to the
Principles, to understanding their value, to ultimately
While the before and after photographs clearly show the
advocating for their use. Over time, our internal architects
effect of the Principles on these classrooms, we propose that
have begun to educate others in their field about the
the Principles had an impact beyond these renovated
Principles’ relevance and importance. The Principles have
classrooms. The Principles provide a conceptual framework
helped foster better working relationships and
for shared goals, language and values related to teaching
communication between the academic and operational sides
and learning spaces.
of the university, and ultimately have resulted in discourse
On our campus, there has been widespread acceptance of
changes privileging active and collaborative learning and
the Principles as reflecting stakeholders’ goals and as a tool
student-faculty interaction.
to help guide decision-making. They frame conversations
Senior administrators have begun using the language of
about teaching and learning spaces that are grounded in
the Principles in strategic documents (e.g., the Provost’s
pedagogical research, rather than only aesthetics or
Journal of Learning Spaces, 5(1), 2016.
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RESEARCH-INFORMED PRINCIPLES FOR (RE)DESIGNING TEACHING AND LEARNING SPACES
Strategic Academic Plan, Masi, 2012, p. 35). Seeing learning University School of Education and Human
environments as an integral part of the Strategic Academic Development.
Plan is powerful evidence that space is now a factor in the
Carini, R., Kuh, G., & Klein, S. (2006). Student engagement
university’s conception of teaching and learning. Similar
and student learning: Testing the linkages. Research in
evidence of the valuing of teaching and learning spaces is
Higher Education, 47(1), 1-32.
found in the Principal’s Priorities: one long-term priority is
“improving the University’s classrooms and teaching labs
Center for Postsecondary Research, Indiana University
by undertaking major renovations and equipment renewal
School of Education. (2015). NSSE Engagement
and including ‘active,’ collaborative and innovative
Indicators. Retrieved from
teaching environments” (Fortier, 2014, p. 1). This is the
http://nsse.iub.edu/html/engagement_indicators.cfm
first time that teaching and learning spaces have been
given this level of visibility in our university context. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles
for good practice in undergraduate education. AAHE
Conclusion
Bulletin, 39(7), 3–7.
A university’s physical campus environment should be
Driscoll, M. P. (2002). How people learn (and what
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http://eric.ed.gov/PDFS/ED470032.pdf
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others” (Jamieson, 2003, p. 122), learning spaces need to be
Entwistle, N. (2000). Promoting deep learning through
designed to foster and support behaviors that promote
teaching and assessment: Conceptual frameworks and
student learning. Such designs should be part of strategic
educational contexts. Presented at the TLRP Conference,
directions for teaching and learning at the institutional level.
Leicester.
In our experience, the Principles for Designing Teaching and
Learning Spaces described are unique in that they are based Entwistle, N. (2010). Taking stock: An overview of key
on a theoretically and conceptually rigorous tool. The NSSE research findings. In J. Christensen Hughes & J. Mighty
themes provided a compelling framework for guiding our (Eds.), Taking stock: Research on teaching and learning in
university towards a vision of teaching and learning spaces. higher education. Kingston, Canada: School of Policy
The Principles have had a powerful impact at our campus, Studies, Queen’s University, McGill-Queen’s University
both operationally and conceptually. We encourage Press.
colleagues at other institutions to develop or adapt research-
based principles suitable to their contexts, to ensure that Entwistle, N., & Peterson, E. (2004). Conceptions of learning
teaching and learning space renovations focus on what is and knowledge in higher education: Relationships with
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them. International Journal of Educational Research, 41(6), 407-428.
Ewell, P. T., & Jones, D. P. (1996). Indicators of “Good
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