Learning Resources

Abstract: This report was produced by the research team awarded the M. Perry Chapman Prize for 2013–2014.

As the recipients of the 2012–2013 Perry Chapman Prize show in their report, Research on Learning Design: Present State, Future Directions, the study of learning spaces in tertiary education is an emerging field in which the key issues are to “establish a body of knowledge that will guide the design, remodel, and use of new and existing learning spaces” and “evaluate these learning spaces by developing research to determine whether and how they fulfill their purposes.”

This report aims to produce complementary work by addressing the larger context of the university campus and students’ perceptions and experiences of their learning at the tertiary level more generally. Rather than starting from environmental psychology or behaviorist models, it explores the value of applying contemporary approaches from the social sciences to learning space design, an approach increasingly being developed. This, however, is not just a matter of applying a different research method; it also concerns the underlying problem of how we conceptualize relationships between material space and its occupation both generally and specifically in relationship to learning. In fact, over the last few years, theorists across many disciplines that deal with material space—such as geography, anthropology, and science and technology studies—have been critically examining precisely this issue of rethinking how to conceptualize the interrelationships between space, people, artifacts, and activities.

Abstract: The mission of Instruction Matters Purdue Academic Course Transformation (IMPACT) is to redesign foundational courses using student-centered learning as a basis. The libraries' advancement of this campus-wide change will be discussed from three perspectives—administrative, space planning, and curriculum redesign. Discussion will focus on the changing expectations for librarians, especially as instructional partners, the redesigning of library learning spaces to support instructional innovation, and elements necessary for developing a faculty learning community focused on enhancing student-centered learning.

Abstract: This report was produced by the research team awarded the inaugural M. Perry Chapman Prize in 2012.

This collection summarizes and evaluates how far the field of learning space design has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact. Although several hundred articles and a number of books on these topics had been written by the fall of 2012, the field is still at an early stage of development. A first step in creating value from this existing body of work is to gather, summarize and evaluate how far the field has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact.

Abstract: This article describes the planning process undertaken at a large, regional comprehensive university to create a space within existing buildings aimed at improving student success in introductory mathematics. It demonstrates the need for integrated planning grounded in academic priorities and student success models.

Abstract: The demand for interdisciplinary teaching and research suggests the need to understand how universities are undertaking and fostering interdisciplinarity. Through an examination of strategic and master plans at 21 research universities, this article explores how institutions plan and foster interdisciplinary engagement through the use of space on campus. The construction of such space acknowledges that the discrete functions of the university, frequently attributed to the disciplines and departments, are not generally conducive to interdisciplinary engagement. Physical space is a necessary component for successful interdisciplinary initiatives both functionally and symbolically.

Abstract: Clearly, space affects learning behavior. Yet even in the Knowledge Age, designers go back constantly to familiar Agrarian and Industrial Age learning space models. SCUPer Lennie Scott-Webber worked assiduously to comb through the latest behavioral and sociological research relating to how people interact with the built environment. She’s taken what used to “sit on shelves in the ivory halls of academe” and has applied it to the physical design of interior learning spaces.

Scott-Webber’s work, shared in this elegant book with clear and over-sized diagrams and charts, establishes five different archetypal environments that support knowledge sharing: Environments for Delivering Knowledge; Environments for Applying Knowledge; Environments for Creating Knowledge; Environments for Communication Knowledge; and Environments for Decision Making.

There’s more to classroom design than simply considering what technology to put into the classroom. Designers and clients, whether in education or the corporate world, will each enjoy the way existing environmental/behavior research can be applied to the thoughtful consideration of these archetypes, either standing alone or used in combinations to create rich, interactive learning spaces.

Abstract: Educational expectations mandated by contemporary health care practice have expanded dramatically during the last decade. The Herbert H. and Grace A. Dow College of Health Professions at Central Michigan University has responded to this challenge through the creation of powerful pedagogical environments in its newly constructed health professions building. Active, immersive learning environments have been designed that will involve students in educational experiences organized to optimize learning opportunities for diverse types of learners. These unique environments are configured to foster self-directed learning while monitoring effectiveness and adapting the educational experiences to the learner. This article communicates key strategic and tactical planning issues from the leadership’s perspective and offers tactical implementation required to advance this vision.

Abstract: This publication, a follow-up to the popular Planning for Student Services: Best Practices for the 21st Century, introduces the topic of web portals and call centers needed to support web services. It also describes the lessons learned from one-stop centers, which are causing facilities to be redesigned and new service career paths to be defined. Services have become a strategic issue for institutions, and web strategies—driven by web services—have become critical as well. The authors, who are among IBM best practice partners, present case studies of their institutions by describing their experiences in these areas. They also show how they have been successful in integrating technology into their student services projects, redesigning their processes, implementing change, and extending their brand.

Abstract: In light of globalization, technology advancements, decreased funding, and changing demographics, colleges and universities today face the challenges of transforming their institutions for the future. Through use of case studies, this book demonstrates how several institutions are transforming their traditional model for student services into a learner-centered model. The institutions, all participants in IBM's annual Innovation in Student Services Forum, provide a pragmatic view of how they have brought their vision to a reality. And with this book, you'll be ready to respond to these trends on your campus.

Abstract: Through design or redesign of conventional structures, the physically and visually handicapped can easily use many conveniences and facilities previously unavailable to them. The authors describe several efforts to enable the handicapped to learn about the physical structures of their community and to move about their environment more freely.