A STEEP LEARNING CURVE
Webcasts and podcasts are viewed as increasingly
important learning tools that must be accommodated.
not believe online social networks can create communities on their own.
NON-TRADITIONAL PEDAGOGY REQUIRES NON-TRADITIONAL LEARNING SPACES Students want pedagogy to incorporate collaborative learning; educators want campuses to integrate traditionally separated academic disciplines. Universities can meet these demands by providing spaces that support collaboration and by recognising the vital role campus design can play in facilitating interaction between academic departments. The diverse needs of students
and educators require a diverse mix of spaces. The one-size-fits- all lecture hall is becoming obsolete because these spaces lack flexibility and inhibit one- on-one interaction. Classrooms need the flexibility to support various pedagogies and different types of learning. Classrooms are only one facet
of a college campus. Students and educators are using in- between spaces such as lounges, courtyards, and atria to interact and learn fromeach other. Designing campuses to take advantage of the creative learning that takes place in these in- between spaces can help colleges and universities support diverse types of learning that students and educators partake in.
traditional teaching paradigms; they value collaborative learning but still see value in the lecture format. Still, according to the results of the Gensler education survey, educators and administrators view webcasts and podcasts as one of the three most effective methods for teaching and learning. All three groups believe amulti-
modal pedagogy—one that blends several teachingmethods and integrates technology—is themost effective teaching/learningmethod.
CAMPUSES AS LIVE SOCIAL NETWORKS In recent years, pundits, academics, and others have frequently discussed the proliferation of online social networks and how these networks affect students. But what is often omitted from these conversations is that in spite of students’ penchant for updating Facebook statuses and dispensing news via Twitter, they still crave meaningful face- to-face interaction with educators and each other.
14 | Architects Choice |
ArchitectNews.co.uk Student roundtable
participants and survey respondents conveyed this sentiment, saying that they prefer to learn in small groups and to teach each other rather than watch lectures online, secluded from their classmates. Administrators and educators
recognise the importance of on- campus interaction. Both groups identified creating a sense of community as one of the most important trends affecting college campuses. Administrators and educators do
IMPROVING VALUE WHILST REDUCING COSTS According to our focus groups, escalating costs remain a top concern of administrators and educators, and there is no reason to believe this will change. The testing and research organisation, ACT, says one in three students do not return after freshman year, taking tuition money out of university coffers. It is clear that students and their parents want greater returns for their education dollars, and finding ways to provide more value for less money is an issue with which the academic community will continue to grapple. The next conversation is how
universities can design campuses that reduce costs and present a college experience that falls in line with student expectations. Re-evaluating the types of spaces that improve
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