Title

University Classroom Design Principles to Facilitate Learning: The Instructor as Advocate

Authors

John Wm. Folkins, Illinois State University
Jennifer C. Friberg, Illinois State University
Paul A. Cesarini, Illinois State University

Document Type

Article

SoTL Category

Course/Classroom Design and Considerations

Publication Date

2015

Abstract

Instructors have a responsibility to maximize student learning. Thus, to the extent that the characteristics of a classroom’s space facilitate or promote learning, instructors should be actively involved in the design and use of the space. This is especially the case as active learning activities are becoming more common. Principles are discussed in relation to functional seating arrangements; focal points and sight lines; acoustics; movement around, into, and out of the classroom; lighting; and windows. A list of principles for good classroom design from the instructor’s point of view is given at the end, and readers are invited to modify this list in a wiki.

Comments

This article was published in Planning for Higher Education Journal. Vol. 43 Number 2. (2015).

Recommended Citation

Folkins, John Wm.; Friberg, Jennifer C.; and Cesarini, Paul A., "University Classroom Design Principles to Facilitate Learning: The Instructor as Advocate" (2015). Scholarship of Teaching and Learning Publications. 86.
https://ir.library.illinoisstate.edu/sotlpubs/86