Lori Meadows
University classrooms are designed to support different teaching and learning styles, from traditional lectures to collaborative group work. They can be used by students, faculty, and staff for various activities, including instruction, discussion, and research. University classrooms are typically equipped with specific types of furniture and technology to facilitate learning. In this regard, universities often have policies in place to ensure optimal use of classroom spaces and maintain a high-quality educational experience for their students.
| Characteristics | Values |
|---|---|
| Classroom use policies | Primary users: academic or departmental activities, University-affiliated, non-primary users: approved student organizations, Non-University affiliated users: community non-profit organizations |
| Primary and University-affiliated users are not charged rent for classroom space usage, Non-University affiliated users are charged rent and direct out-of-pocket costs | |
| University facilities are dedicated to primary uses | |
| Casual use: spontaneous use with no prior promotion, solicitation, or attempt to attract the public | |
| Non-primary uses: all uses that are neither primary nor casual | |
| Facilities can be reserved for non-primary uses that are consistent with the University's mission | |
| Classroom types | Collaborative lecture classroom: designed for collaboration, discussion, and presentation, with flexible seating arrangements |
| General lecture classroom: fixed tables and chairs that cannot be rearranged | |
| Lecture room with breakout rooms: a larger lecture space with adjacent or internal breakout rooms for group discussions and active learning | |
| Active-learning classroom: round tables with computers, central switching stations to project images to LCD screens | |
| Active-learning classroom: flexible furniture for individual and group work, no laptops provided | |
| Active-learning classroom: technology light, no laptops or extra technology provided, movable tablet-arm chairs | |
| Classroom with sloped floor or stadium seating: fixed tablet arm theater chairs, raised teaching platforms, and embedded technology | |
| Classroom with computers: desktop or laptop computers for all students, arranged in rows or with computers along the perimeter | |
| Classroom for small group instruction: tables where students face each other, not restricted to a specific subject or discipline | |
| Classroom with flexible teaching and learning environment: supports video conferencing, lecture & audio recording, and interactive technology for student participation |
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What You'll Learn
Classroom design standards
University classrooms should be designed to optimise the learning experience for students. The Learning Space Rating System (LSRS) is a tool that can be used to assess how well a classroom design supports active learning. The following paragraphs outline some key classroom design standards that can enhance the learning environment.
Firstly, the physical structure of the classroom is important. This includes considerations such as the layout of the room, the type of seating, and the use of technology. For example, classrooms with sloped floors or stadium seating often have fixed tablet arm chairs facing the teaching area, with lecterns or desks equipped with embedded technology. Active-learning classrooms may feature round tables that accommodate multiple students and computers, along with central switching stations to facilitate the use of technology for presentations. The flexibility of the furniture and the ability to reconfigure the space to support different instructional pedagogies are also important factors.
Secondly, the ambient factors within the classroom play a significant role in the learning experience. Lighting, temperature, acoustics, and air quality are essential aspects that can influence the comfort and focus of students. For instance, poor air quality and high carbon dioxide levels can negatively impact cognitive performance. Cluttered walls and excessive visual stimulation can also distract students and hinder their ability to maintain task goals. Therefore, a balance between visual stimulation and comfort is necessary.
Thirdly, the incorporation of technology in university classrooms can have a mixed impact on learning outcomes. While laptops and portable devices can provide diverse learning methods, improve participation, and aid in the retention of information, they can also serve as a distraction. Students may engage in off-task activities, such as using laptops for non-course-related tasks, which can negatively affect their learning and exam performance. However, in large classes, laptops can be beneficial for viewing lecture slides, especially for students with obstructed views or those who benefit from dual coding of information through visual and verbal modes.
Lastly, the design of the classroom should consider the intended use and specific requirements of the discipline. Formal learning spaces are typically designed for face-to-face meetings and can range from large auditoriums to seminar rooms. These spaces are usually scheduled by the campus registrar and maintained by a governance committee. On the other hand, informal learning spaces, such as information commons or makerspaces, offer more flexibility and are designed for individual or group learning on an ad hoc basis. The equipment and configuration of the classroom should align with the instructional needs of the discipline, ensuring that it supports the desired teaching methodologies.
In conclusion, classroom design standards should focus on creating an environment that promotes active learning, considers the physical and ambient factors influencing students, thoughtfully incorporates technology, and aligns with the specific needs of the discipline and intended use of the space. By adhering to these standards, universities can enhance the learning experience and support the academic progress of their students.
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Active-learning classrooms
ALCs are designed to be versatile and adaptable to different course topics and student needs. For example, the University of Iowa offers active-learning classrooms with round tables that seat nine students, each with three computers. These rooms also have central switching stations that allow users to project images from laptops to LCD screens. They also have movable tablet-arm chairs that cluster around power pods to form groups of six.
Yale University's Technology-Enabled Active Learning (TEAL) classroom features 14 round tables that can accommodate 126 students, 14 flat-screen displays, 5 projection screens, and 8 whiteboards. Instructors are encouraged to familiarise themselves with the room before teaching, as ALCs typically lack traditional classroom components like a central podium.
Cornell University's Active Learning Initiative (ALI) provides funding to help faculty redesign their courses and implement active learning teaching strategies. They emphasise the importance of consistency in active learning so that students know what to expect in class. They also suggest incorporating activities and group work, offering participation points, and providing timely feedback to students.
Universities are investing in active-learning classrooms to boost student engagement, improve retention and recruitment rates, and enhance student learning experiences. Research from institutions such as Indiana University and Yale University supports the benefits of active-learning classroom environments for student outcomes.
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Collaborative lecture classrooms
To facilitate collaboration in lecture classrooms, teachers can implement various strategies. One strategy is to deliberately select and group students together based on their strengths and weaknesses, mixing ability, diversity, and social capability. Optimum group size tends to be four to six members, allowing for face-to-face interaction and minimal distractions. Teachers can also assign specific roles within each group, such as leader, recorder, encourager, or checker, to ensure everyone understands their responsibilities and contribute effectively.
Another strategy is to incorporate shorter in-class collaborative learning activities, which can be as short as five minutes or longer depending on the task. These activities typically involve introducing a task or topic for discussion, providing time for engagement, and then debriefing to summarise conclusions and address any misconceptions. Teachers can walk around and address questions during this process, encouraging students to handle their issues independently before seeking assistance.
To promote equal exchange and active listening within groups, teachers can introduce interpersonal skills such as making eye contact, using inside voices, and avoiding interruptions. Encouragement from teachers is vital to fostering a collaborative environment. Additionally, students can establish ground rules and create contracts with agreed-upon penalties for failing to fulfil obligations. While peer assessment is valuable, it should not heavily influence individual grades.
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University classroom scheduling
Collaborative Lecture Classroom
This type of classroom is designed to foster collaboration, discussion, and presentation. The furniture is typically arranged with flexibility in mind, allowing students to work together in small groups or interact with the entire class.
General Lecture Classroom
These classrooms usually have fixed furniture that cannot be rearranged, creating a more traditional lecture-style setting.
Lecture Room with Breakout Rooms
This setup combines a large, general lecture space with smaller breakout rooms located nearby or within the main lecture hall. The breakout rooms facilitate group discussions and active learning by allowing students to divide into smaller groups.
Active-Learning Classroom
These classrooms are equipped with round tables, each accommodating a group of five to nine students and providing access to computers. The technology-rich environment includes central switching stations that allow both faculty and students to project images from laptops onto LCD screens, enhancing the learning experience.
Small Group Instruction Classroom
The furniture in these classrooms is arranged with tables as the primary seating option, promoting face-to-face discussions among students. This setup is conducive to collaborative learning and encourages engagement between students.
Computer-Equipped Classroom
Computer-equipped classrooms provide either desktop or laptop computers for all students. The computers may be set up in rows or along the perimeter, with rows of desks in the centre. This setup is suitable for a range of instructional purposes and is not limited to a specific subject or discipline.
Specialised Instruction Classroom
Some classrooms are designed for specific types of instruction that require special equipment or unique space configurations. For example, classrooms with sloped floors or stadium seating often feature fixed tablet arm chairs and fully embedded technology, including lecterns.
To ensure efficient use of classroom space, the University of Iowa's Office of the Registrar manages scheduling priorities, reflecting the university's academic focus and commitment to providing high-quality educational experiences. The university also outlines policies for different categories of users, including primary users (academic or departmental activities), university-affiliated non-primary users (approved student organisations), and non-university-affiliated users (community non-profit organisations). While primary and university-affiliated users are typically exempt from rental charges, non-university-affiliated users are subject to rent and direct cost fees for utilising university classroom space.
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Classroom use policies
The University of Iowa outlines its classroom use policies on its website. The Office of the Registrar is responsible for optimising the use of university classroom spaces to support the university's academic mission. The university prioritises the core academic focus and providing high-quality educational experiences for students.
There are three categories of users eligible to use the university's facilities. Primary users include academic or departmental activities, university-affiliated non-primary users (approved student organisations), and non-university-affiliated users (community non-profit organisations). University facilities are dedicated to primary uses, and non-university-affiliated users will be charged rent and custodial fees for the use of classroom space.
The university offers various types of classrooms, including lecture rooms, collaborative lecture rooms, and active-learning classrooms. Lecture rooms can be general lecture classrooms with fixed tables and chairs or lecture rooms with breakout rooms to facilitate group discussions and active learning. Collaborative lecture rooms are designed for collaboration, discussion, and presentation, with flexible seating arrangements. Active-learning classrooms are technology-rich and provide central switching stations for projecting images from laptops to LCD screens. They also offer flexible furniture for individual and group work.
The university also provides classrooms equipped with desktop or laptop computers for all students, with various seating configurations. Some classrooms have sloped floors or stadium seating, with fixed tablet arm chairs and fully embedded technology. Additionally, classrooms are available for small group instruction, with tables arranged to facilitate discussion and engagement.
The university outlines specific policies for costs, fees, and reservations. For example, smoking is prohibited on campus, and there are procedures in place for reporting issues such as temperature control, chair shortages, and audio-visual problems.
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Frequently asked questions
It depends on the university and its policies. Some universities may allow students to use classrooms outside of class hours for self-study or group discussions, while others may have restrictions due to maintenance, security, or other reasons. It is best to check with the university administration or the specific department to know the regulations regarding classroom usage.
Yes, there can be several benefits. Students can utilize the space for group projects, accessing specialized equipment or resources, or simply as a quiet study area. Using classrooms outside of class hours can also foster a sense of familiarity and comfort with the learning environment, potentially enhancing academic performance and engagement.
Students should be mindful of classroom schedules and not disrupt ongoing classes or interfere with the professor's or other students' usage. Respecting the space and leaving it neat and tidy for the next users is also essential. Additionally, students should be aware of any specific rules or guidelines the university may have regarding classroom usage outside of scheduled classes.
