Janice Lozano
Students are often advised to spend a certain number of hours studying outside of class for every hour spent in class. This guideline varies, but a common recommendation is to spend two to three hours of study time outside of class for every hour spent in class. This means that for a typical 15-credit course load, students can expect to spend 30 to 45 hours per week on outside study.
However, it's important to note that the amount of time spent studying may depend on various factors, such as the difficulty of the course, the student's prior knowledge, and their individual learning style. Additionally, studying is not limited to reading textbooks and may include other activities such as note-taking, assignments, and exam preparation.
What You'll Learn
University classroom design standards and future planning
University classroom design standards should consider the type of learning space, the size of the room, utilisation guidelines, and layouts. These standards are the measure by which future classroom planning and design should be created.
For example, a classroom that requires special equipment or a specific space configuration for student participation, experimentation, observation, or practice in an academic discipline will have different design standards from a traditional lecture theatre with fixed tablet arm chairs and a raised teaching platform.
Active-learning classrooms, for instance, may have round tables that seat nine students with three computers at each table, or they may seat students in groups of five to seven with furniture that can be rearranged for individual or group work. These rooms are technology-light, with no provided laptops, and have movable tablet-arm chairs that cluster around power pods to enable different types of active learning.
Classrooms that are not tied to a specific subject or discipline by equipment or configuration usually have fixed tables and chairs that cannot be rearranged. They contain lecterns or lectern/desks with fully embedded technology.
Future planning for university classrooms should consider the purpose of the space and the type of instruction that will take place. The number of students and the amount of space per seat/student are also important factors to consider when planning for the future.
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Active-learning classrooms
ALCs are particularly useful for STEM subjects, where active learning instruction has been shown to be more effective than traditional lecturing for student learning and success. Active learning involves engaging students in the process of learning through activities and/or discussions in class, as opposed to passively listening to an expert.
Research has shown that active learning classrooms can improve student attitudes, understanding, and passing rates, especially for female and minority students. They have also been shown to improve exam marks and student satisfaction.
Instructors can use the opportunity to teach in an ALC to reconsider their lesson plans and content delivery. They can also use the space to maximise case-based learning, team-based learning, and in-house experiential opportunities like experiments and demonstrations.
However, it is important to note that the success of an ALC often depends on faculty development and training. Instructors should also be mindful of the challenges that the open, collaborative environment of an ALC may present for students with mobility concerns, ADHD, social anxiety, or other issues.
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Computer labs
However, computer labs still serve several important purposes. They provide equitable access to technology for students who cannot afford their own devices or specialised software. They also offer more powerful computers with larger screens, which are better suited to tasks such as advanced programming, engineering, and video editing.
In addition, computer labs can be collaborative spaces where students work together on projects and share expertise. The design of these spaces is important, and some universities are rethinking the traditional rows of computers in favour of more flexible, technology-enhanced layouts that encourage group work.
Some universities are also creating virtual labs, where students can install software from a server onto their own devices. This can be particularly useful for courses that require specialised software, as it eliminates the need for costly hardware upgrades and allows students to work from anywhere.
Overall, while the role of computer labs is evolving, they remain an important part of university life, providing students with access to technology and a space to collaborate and learn.
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Laboratory classrooms
A typical laboratory classroom will include designated areas for students to work on experiments or hands-on assignments. This may involve the use of specialised equipment, depending on the discipline. For example, a computer lab will have individual computer stations for each student, while a biology lab may have microscopes and other equipment for conducting biological experiments.
Instructors also have their own station, usually equipped with projection technologies and whiteboards or blackboards to facilitate teaching and the display of relevant information. Laboratory classrooms may also include fixed seating facing the instructor, similar to standard classrooms, to accommodate lectures or theoretical discussions related to the practical work.
The layout and design of laboratory classrooms can vary depending on the university and the specific field of study. For instance, a university may have different lab setups for biology, chemistry, and physics experiments, each tailored to the unique requirements of those subjects.
In recent years, there has been a growing trend of incorporating technology into laboratory classrooms, such as the LearnLab at Carnegie Mellon University. This initiative aims to enhance learning by providing immediate feedback to students and allowing teachers to monitor their progress through mixed-reality glasses.
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Project-based learning rooms
Project-based learning (PBL) is a pedagogical approach that offers students the opportunity to develop their knowledge and skills by engaging in projects that simulate real-world challenges. This form of learning is particularly beneficial for students with diverse learning styles and abilities, including English language learners and those with special needs.
A PBL room in a university classroom can be designed to facilitate this style of learning. Here are some key features to consider for a PBL room:
Space for Collaboration
PBL often involves students working in small teams, so the room should have ample space for group work. This can include movable furniture that can be easily rearranged to accommodate different group sizes and activities. Whiteboards or large sheets of paper on the walls can allow students to jot down ideas and collaborate visually.
Technology Integration
Technology plays a crucial role in enhancing PBL experiences. The room should be equipped with computers, laptops, or tablets to facilitate research and the use of digital tools. Interactive whiteboards or smartboards can also be utilised for group discussions and presentations.
Access to Resources
A well-equipped PBL room should provide students with access to a variety of resources, such as books, journals, and online databases. These resources should be relevant to the projects and cover a range of subjects to support interdisciplinary learning.
Creative Materials
PBL often involves hands-on activities and the creation of prototypes. The room should, therefore, have a dedicated space for storing art supplies, crafting materials, and other resources that students can use to bring their ideas to life.
Instructor Support
Instructors play a crucial role in guiding and mentoring students through the PBL process. The room should have a designated space for instructors to observe, provide feedback, and facilitate discussions. This can be a central station from which instructors can oversee the progress of different groups and offer support as needed.
Presentation Area
Presenting their findings and solutions is an essential aspect of PBL. The room should have a designated space for students to make presentations, such as a stage or a specific area with a projector and screen. This area can also be used for guest lectures or to host experts who can provide feedback on student projects.
By incorporating these features into a university classroom, the PBL room will become a dynamic and engaging space that fosters creativity, collaboration, and critical thinking—empowering students to tackle real-world challenges and develop essential skills for their future endeavours.
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Frequently asked questions
There are several types of classrooms available at universities, including standard classrooms, computer labs, departmentally controlled rooms, laboratory classrooms, lecture halls, project-based learning rooms, and seminar rooms. Each type of classroom is designed to accommodate different teaching and learning styles, such as lectures, discussions, experiments, and group work.
University classrooms are typically equipped with modern technology to support teaching and learning. This includes computers, projection technology, instructor stations, whiteboards or blackboards, and in some cases, specialised furnishings such as swivelling chairs and microphones.
It depends on the university and the specific classroom. Some universities may allow students to use classrooms for self-study or group work when they are not in use for scheduled classes. However, it is always best to check with the university's facilities or classroom scheduling department to confirm the usage guidelines for each type of classroom.
