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Research-Informed Principles for (Re)designing Teaching and Learning Spaces

Adam Finkelstein, Jennie Ferris, Cynthia Weston, Laura Winer

Abstract


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 implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. 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.

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ISSN: 21586195

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