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Improving Student Learning With A More Effective Teaching Environment

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

8

Page Numbers

10.731.1 - 10.731.8

Permanent URL

https://peer.asee.org/15542

Download Count

11

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Paper Authors

author page

Daniel Davis

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

IMPROVING STUDENT LEARNING WITH A MORE EFFECTIVE TEACHING ENVIRONMENT

Daniel Davis Associate Professor Department of Architecture College of Engineering, Technology, and Architecture University of Hartford Phone: 860.768.4094 / Fax 860.768.5074 ddavis@hartford.edu

Abstract

This paper attempted to consider how a quality school environment enhances, even improves, attitudes and achievements, and how a well-designed university facility is one that carefully integrates the curriculum and the educational environment. While the evaluation of the impact of facilities on education has long been a concern of many educators, quantifying the impact of it is extremely difficult to measure. While more study is necessary, it is possible to establish a set of design principles or concepts that foster better teaching and learning environments. This leads to what could be the very first principle in school design: The space must be designed to foster and enhance learning and not impair or hinder it. In fact, the school facility must be conceived as a teaching and learning instrument in its own right.

These environments also help students to become more independent and responsible for their own learning. A well-equipped college classroom supports the curriculum and the teachers by acting as a regenerative research and resource center. Probably the most important issue that school designers and educators must understand is how the physical environment relates to and supports the teaching and learning process. Teaching facilities must be nurturing, healthy, illuminating, exciting places to live, learn, and prepare for the future.

Design Principles

Almost everything about the design of a university facility flows from the principle mentioned above. However, there are at least three other closely related principles that also shape many aspects of school facility design: Every aspect of a school facility should be program-driven, or as architect Louis Sullivan said “form follows function”.

Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering education

Davis, D. (2005, June), Improving Student Learning With A More Effective Teaching Environment Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15542

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