Learning Space Design for the Ethnically Diverse Undergraduate Classroom
The purpose of this study by James Determan, FAIA and a team of contributors is to examine to what extent the physical learning space design contributes to enhanced learning outcomes in an undergraduate, active learning class of ethnically diverse students. The study presents findings of data collected from two classrooms, where the course content, instructor, pedagogy and diverse student demographic characteristics are held constant, but the learning space design of each space varies- one is a traditional, desks in rows, classroom and the other is an active learning, technology enhanced classroom. Data was collected by monitoring student activity via videotaped analysis of behavioral characteristics in the classroom and mapped to student performance; also by student surveys, focus group interviews and instructor interviews.
- Higher Education