Learning Space Design for the Ethnically Diverse Undergraduate Classroom

Journal Cover
Published December 14, 2015
By Jim Determan, Mary Anne Akers, Isaac Williams, Christine Hohmann, and Catherine Martin-Dunlop
Planning Types: Campus Planning

Institutions referenced in this resource:
Morgan State University

Recently, education researchers have emphasized the redesign of learning spaces to better accommodate pedagogical change. In particular, studies have found evidence of the relationship between the built environment and learning outcomes—however, no current studies have deliberately focused on the “minority majority” feature of America’s future student composition.

This pilot study was conducted to evaluate how space contributes to the learning outcomes of a demographically diverse class of students at Morgan State University, a Historically Black Institution. Based on the neurobiological literature on environmental enrichment, the authors hypothesized that an enriched learning environment will correlate with increased student activity (directed movement) and engagement (with other students, with room features) and result in significantly improved learning outcomes for an ethnically diverse student group.

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