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<!DOCTYPE html> <html lang="en" xmlns:og="http://ogp.me/ns#" xmlns:article="http://ogp.me/ns/article#" xmlns:book="http://ogp.me/ns/book#" xmlns:profile="http://ogp.me/ns/profile#" xmlns:video="http://ogp.me/ns/video#" xmlns:product="http://ogp.me/ns/product#"> <head profile="http://www.w3.org/1999/xhtml/vocab"><script type="text/javascript" src="/_static/js/bundle-playback.js?v=HxkREWBo" charset="utf-8"></script> <script type="text/javascript" src="/_static/js/wombat.js?v=txqj7nKC" charset="utf-8"></script> <script>window.RufflePlayer=window.RufflePlayer||{};window.RufflePlayer.config={"autoplay":"on","unmuteOverlay":"hidden"};</script> <script type="text/javascript" src="/_static/js/ruffle/ruffle.js"></script> <script type="text/javascript"> __wm.init("https://web.archive.org/web"); __wm.wombat("http://mcgill.ca:80/tls/spaces/principles","20180315142340","https://web.archive.org/","web","/_static/", "1521123820"); </script> <link rel="stylesheet" type="text/css" href="/_static/css/banner-styles.css?v=S1zqJCYt" /> <link rel="stylesheet" type="text/css" href="/_static/css/iconochive.css?v=3PDvdIFv" />  <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/> <script type="application/ld+json">{"@context":"https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/schema.org","@type":"CollegeOrUniversity","name":"McGill University","url":"https:\/\/web.archive.org\/web\/20180315142340\/https:\/\/www.mcgill.ca","sameAs":["https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/www.facebook.com\/McGillUniversity","https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/www.linkedin.com\/edu\/mcgill-university-10890","https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/plus.google.com\/+mcgilluniversity","https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/twitter.com\/mcgillu","https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/www.instagram.com\/mcgillu\/","https:\/\/web.archive.org\/web\/20180315142340\/http:\/\/www.youtube.com\/mcgilluniversity"]}</script> <meta name="description" content="Principles The National Survey for Student Engagement (NSSE) is a respected indicator of student engagement used by over 1450 universities across North America. Their Engagement Indicator themes and High-Impact Practices (2013) are based upon extensive educational research. The indicators and practices have been adopted at McGill University as five principles to be considered when designing or renovating classroom spaces to support student learning. This permits the university to ground decisions about classroom features in research-based principles. The Principles for Designing Teaching and Learning Spaces (see PDF below) consider the classroom environment within the context of what is known about students’ learning. These Principles are then translated into specific design features to guide design decisions, such that learning spaces become a physical manifestation of the university’s teaching and learning vision. Principles for the Design of Teaching and Learning Spaces (disponible également en français) Standards The Classroom Standards Working Group was mandated by the TLSWG to develop Classroom standards and guidelines. This document includes: 1. Principled guidelines for room design, construction and/or renovation of formal learning spaces 2. Descriptions of formal learning spaces to aid in room selection for specific teaching and learning needs These standards are based on the teaching and learning literature, and best practices at peer institutions. The standards facilitate consistent design of our teaching and learning spaces as well as instructor support in classrooms across the University, ultimately leading to more consistent teaching and learning environments. Recommendations are focused on feature requirements, guidelines and procedures. Please contact Adam Finkelstein from Teaching and Learning Services with any questions. The classroom standards are complemented by (and may guide) other existing technical standards from Facilities, IT and the Office for Students with Disabilities, including Facilities’ detailed design standards and Standards for a Barrier-Free Campus. Publications Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Research-informed principles for (re)designing teaching and learning spaces. Journal of Learning Spaces, 5(1). Abstract: Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values."/> <meta name="generator" content="Drupal 7 (http://drupal.org)"/> <link rel="canonical" href="https://web.archive.org/web/20180315142340/http://mcgill.ca/tls/spaces/principles"/> <link rel="shortlink" href="https://web.archive.org/web/20180315142340/http://mcgill.ca/tls/node/23"/> <meta property="og:type" content="website"/> <meta property="og:site_name" content="Teaching and Learning Services (TLS)"/> <meta property="og:title" content="Principles and Standards for Designing Teaching and Learning Spaces"/> <meta property="og:url" content="https://web.archive.org/web/20180315142340/http://mcgill.ca/tls/spaces/principles"/> <meta property="og:description" content="Principles The National Survey for Student Engagement (NSSE) is a respected indicator of student engagement used by over 1450 universities across North America. Their Engagement Indicator themes and High-Impact Practices (2013) are based upon extensive educational research. The indicators and practices have been adopted at McGill University as five principles to be considered when designing or renovating classroom spaces to support student learning. This permits the university to ground decisions about classroom features in research-based principles. The Principles for Designing Teaching and Learning Spaces (see PDF below) consider the classroom environment within the context of what is known about students’ learning. These Principles are then translated into specific design features to guide design decisions, such that learning spaces become a physical manifestation of the university’s teaching and learning vision. Principles for the Design of Teaching and Learning Spaces (disponible également en français) Standards The Classroom Standards Working Group was mandated by the TLSWG to develop Classroom standards and guidelines. This document includes: 1. Principled guidelines for room design, construction and/or renovation of formal learning spaces 2. Descriptions of formal learning spaces to aid in room selection for specific teaching and learning needs These standards are based on the teaching and learning literature, and best practices at peer institutions. The standards facilitate consistent design of our teaching and learning spaces as well as instructor support in classrooms across the University, ultimately leading to more consistent teaching and learning environments. Recommendations are focused on feature requirements, guidelines and procedures. Please contact Adam Finkelstein from Teaching and Learning Services with any questions. The classroom standards are complemented by (and may guide) other existing technical standards from Facilities, IT and the Office for Students with Disabilities, including Facilities’ detailed design standards and Standards for a Barrier-Free Campus. Publications Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Research-informed principles for (re)designing teaching and learning spaces. Journal of Learning Spaces, 5(1). Abstract: Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values."/> <meta property="og:updated_time" content="2017-06-16T10:18:30-04:00"/> <meta property="og:image:width" content="300"/> <meta property="og:image:height" content="300"/> <meta name="twitter:card" content="summary"/> <meta name="twitter:site" content="@McGillU"/> <meta name="twitter:title" content="Principles and Standards for Designing Teaching and Learning Spaces"/> <meta name="twitter:description" content="Principles The National Survey for Student Engagement (NSSE) is a respected indicator of student engagement used by over 1450 universities across North America. Their Engagement Indicator themes and High-Impact Practices (2013) are based upon extensive educational research. The indicators and practices have been adopted at McGill University as five principles to be considered when designing or renovating classroom spaces to support student learning. This permits the university to ground decisions about classroom features in research-based principles. The Principles for Designing Teaching and Learning Spaces (see PDF below) consider the classroom environment within the context of what is known about students’ learning. These Principles are then translated into specific design features to guide design decisions, such that learning spaces become a physical manifestation of the university’s teaching and learning vision. Principles for the Design of Teaching and Learning Spaces (disponible également en français) Standards The Classroom Standards Working Group was mandated by the TLSWG to develop Classroom standards and guidelines. This document includes: 1. Principled guidelines for room design, construction and/or renovation of formal learning spaces 2. Descriptions of formal learning spaces to aid in room selection for specific teaching and learning needs These standards are based on the teaching and learning literature, and best practices at peer institutions. The standards facilitate consistent design of our teaching and learning spaces as well as instructor support in classrooms across the University, ultimately leading to more consistent teaching and learning environments. Recommendations are focused on feature requirements, guidelines and procedures. Please contact Adam Finkelstein from Teaching and Learning Services with any questions. The classroom standards are complemented by (and may guide) other existing technical standards from Facilities, IT and the Office for Students with Disabilities, including Facilities’ detailed design standards and Standards for a Barrier-Free Campus. Publications Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Research-informed principles for (re)designing teaching and learning spaces. Journal of Learning Spaces, 5(1). Abstract: Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values."/> <meta name="twitter:image" content="https://web.archive.org/web/20180315142340im_/https://www.mcgill.ca/sites/all/themes/moriarty/images/mcgill_crest.png"/> <meta property="og:locale:alternate" content="fr_FR"/> <meta property="og:video:width" content="300"/> <meta property="og:video:height" content="250"/> <title>Principles and Standards for Designing Teaching and Learning Spaces | Teaching and Learning Services (TLS) - McGill University</title> <meta name="viewport" content="width=device-width, initial-scale=1.0"/> <link type="text/css" rel="stylesheet" href="https://web.archive.org/web/20180315142340cs_/http://mcgill.ca/tls/files/tls/css/css_5Ohc9fcarteN2BXxQX_cGEXiEICNi0hqz5kXLnJjH7M.css" media="all"/> <link type="text/css" rel="stylesheet" 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href="/web/20180315142340/http://mcgill.ca/tls/spaces" class="custom-breadcrumbs-item-3">Teaching & Learning Spaces</a> </div> <div id="inner-container"> <div id="tabs"> </div> <div id="top-page"> </div>  <h1 id="page-title" class=" "> Principles and Standards for Designing Teaching and Learning Spaces </h1> <div id="main-column"> <div id="top-content"> </div>  <div id="content"> <div id="content-inner"> <div class="region region-content"> <div id="block-system-main" class="block block-system region-content"> <div class="block-inner"> <div class="content"> <div id="node-23" class="node clearfix"> <div class="content"> <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><div class="two-column-1"> <h2>Principles</h2> <p>The National Survey for Student Engagement (NSSE) is a respected indicator of student engagement used by over 1450 universities across North America. Their Engagement Indicator themes and High-Impact Practices (2013) are based upon extensive educational research. The indicators and practices have been adopted at McGill University as five principles to be considered when designing or renovating classroom spaces to support student learning. This permits the university to ground decisions about classroom features in research-based principles.</p> <p>The <i>Principles for Designing Teaching and Learning Spaces</i> (see PDF below) consider the classroom environment within the context of what is known about students’ learning. These Principles are then translated into specific design features to guide design decisions, such that learning spaces become a physical manifestation of the university’s teaching and learning vision.</p> <p style="text-align:left"><a href="https://web.archive.org/web/20180315142340/https://www.mcgill.ca/tls/files/tls/principles-for-design-of-teaching-learning-spaces-2017.pdf">Principles for the Design of Teaching and Learning Spaces</a></p> <p style="text-align:left">(disponible également <a href="https://web.archive.org/web/20180315142340/https://www.mcgill.ca/tls/files/tls/principles-for-design-teaching-learning-spaces-final-fr.pdf">en français</a>)</p> <p style="text-align:left"> </p> </div> <div class="two-column-2"> <h2>Standards</h2> <p>The Classroom Standards Working Group was mandated by the TLSWG to develop <em><a href="https://web.archive.org/web/20180315142340/https://www.mcgill.ca/tls/files/tls/classroom_guidelines_and_standards_v1.2.pdf" title="">Classroom standards and guidelines</a></em>. This document includes:</p> <p>1. Principled guidelines for room design, construction and/or renovation of formal learning spaces</p> <p>2. Descriptions of formal learning spaces to aid in room selection for specific teaching and learning needs</p> <p>These standards are based on the teaching and learning literature, and best practices at peer institutions. The standards facilitate consistent design of our teaching and learning spaces as well as instructor support in classrooms across the University, ultimately leading to more consistent teaching and learning environments. Recommendations are focused on feature requirements, guidelines and procedures. Please contact <a href="https://web.archive.org/web/20180315142340/mailto:adam.finkelstein%40mcgill.ca">Adam Finkelstein</a> from Teaching and Learning Services with any questions. </p> <p>The classroom standards are complemented by (and may guide) other existing technical standards from Facilities, IT and the Office for Students with Disabilities, including Facilities’ detailed <a href="https://web.archive.org/web/20180315142340/https://www.mcgill.ca/buildings/design-standards/">design standards</a> and <a href="https://web.archive.org/web/20180315142340/http://www.mcgill.ca/osd/access/building-management-and-design/standards-barrier-free-campus">Standards for a Barrier-Free Campus</a>.</p> </div> <hr/><h3>Publications</h3> <p><a href="https://web.archive.org/web/20180315142340/http://libjournal.uncg.edu/jls/article/view/1213/909">Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Research-informed principles for (re)designing teaching and learning spaces. Journal of Learning Spaces, 5(1).</a></p> <p><strong>Abstract: </strong>Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values.</p> <p> </p> </div></div></div> </div> <ul class="links inline"><li class="node-readmore first last"></li> </ul> <div class="mcgill-tags"><div class="field field-name-field-tags field-type-taxonomy-term-reference field-label-inline clearfix"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/web/20180315142340/http://mcgill.ca/tls/category/tags/classroom-renovations">classroom renovations</a></div><div class="field-item odd"><a href="/web/20180315142340/http://mcgill.ca/tls/category/tags/mcgill-classrooms">mcgill classrooms</a></div><div class="field-item even"><a href="/web/20180315142340/http://mcgill.ca/tls/category/tags/principles">principles</a></div><div class="field-item odd"><a href="/web/20180315142340/http://mcgill.ca/tls/category/tags/teaching-and-learning-spaces">teaching and learning spaces</a></div><div class="field-item even"><a href="/web/20180315142340/http://mcgill.ca/tls/category/tags/tlswg">tlswg</a></div></div></div></div> </div> </div> </div> </div> </div> </div> </div> <div id="bottom-content"> </div>  </div>   </div>  <div id="bottom-page"> <div class="region region-bottom-of-page"> <div id="block-bean-traditional-territory" class="block block-bean region-bottom_of_page block-bean-mcgill-block mode-full"> <div class="block-inner"> <div class="content">  <div class="entity entity-bean bean-mcgill-block clearfix"> <div class="content"> <div class="field field-name-field-m-block-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><h5>McGill University is located on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. McGill honours, recognizes and respects these nations as the traditional stewards of the lands and waters on which we meet today.</h5> </div></div></div> </div> </div> </div> </div> </div> <div id="block-follow-site" class="block block-follow highlight region-bottom_of_page"> <div class="block-inner"> <h3>Follow us on:</h3> <div class="content"> <div class="follow-links clearfix site"><div class="follow-link-wrapper follow-link-wrapper-twitter"><a href="https://web.archive.org/web/20180315142340/http://twitter.com/mcgilltls" class="follow-link follow-link-twitter follow-link-site" title="Follow us on Twitter">Twitter</a> </div><div class="follow-link-wrapper follow-link-wrapper-mcgill-blogs"><a href="https://web.archive.org/web/20180315142340/http://blogs.mcgill.ca/teaching" class="follow-link follow-link-mcgill-blogs follow-link-site" title="Follow us on McGill Publications">McGill Publications</a> </div></div> </div> </div> </div> </div> </div>  <div id="top-page-link" class="transition"> <a href="#">top of page</a> </div> </div>    <div id="footer"> <div id="footer-inner"> <h2 class="offscreen">Department and University Information</h2>  <div id="contact-info"> <h2>Teaching and Learning Services</h2> McLennan Library Building<br> 3415 McTavish Street<br> Suite MS-12 (ground level)<br> Montreal, Quebec<br> H3A 0C8 [<a href="https://web.archive.org/web/20180315142340/http://www.mcgill.ca/maps/">Map</a>]<br><br> Tel.: 514-398-6648<br> Fax: 514-398-8465<br> Email: <a href="https://web.archive.org/web/20180315142340/mailto:tls@mcgill.ca">tls@mcgill.ca</a> </div>  <div id="footer-branding">  </div>  <div id="footer-follow"> <div class="follow-links clearfix site"><div class="follow-link-wrapper follow-link-wrapper-twitter"><a href="https://web.archive.org/web/20180315142340/http://twitter.com/mcgilltls" class="follow-link follow-link-twitter follow-link-site" title="Follow us on Twitter">Twitter</a> </div><div class="follow-link-wrapper follow-link-wrapper-mcgill-blogs"><a href="https://web.archive.org/web/20180315142340/http://blogs.mcgill.ca/teaching" class="follow-link follow-link-mcgill-blogs follow-link-site" title="Follow us on McGill Publications">McGill Publications</a> </div></div> </div> </div>  </div>  <div id="sub-footer"> <div id="sub-footer-inner"> <a id="mcgill-watermark" title="return to McGill University" href="https://web.archive.org/web/20180315142340/https://www.mcgill.ca/"><span id="university-watermark" class="offscreen">McGill University</span></a> <div id="copyright"> Copyright © 2018 McGill University </div> <div id="sign-in"><a href="/web/20180315142340/http://mcgill.ca/tls/user/login?destination=node/23" title="Site Maintenance">Sign in (site maintenance)</a></div> </div>  </div>  <script type="text/javascript" src="https://web.archive.org/web/20180315142340js_/http://mcgill.ca/tls/files/tls/js/js_7Ukqb3ierdBEL0eowfOKzTkNu-Le97OPm-UqTS5NENU.js"></script> <script type="text/javascript" src="https://web.archive.org/web/20180315142340js_/http://mcgill.ca/tls/files/tls/js/js_vV1M7upLdbHIggfk94_8t9Ga0Q4ehtnPFlwy2rgC_R8.js"></script> </body> </html> <script id="f5_cspm">(function(){var f5_cspm={f5_p:'KPLACIEFPNAMMGNCLHJDGKOJAHCPFIKAJCBPEIBGMBJKPHFHNKPGAGIMLGNAKOMJCAIBINOPAAMKKFMOGGFAAKEHAAJHHFHEOCLNMODHANAPEFKDPAFCLHIKKHLEGHIL',setCharAt:function(str,index,chr){if(index>str.length-1)return str;return str.substr(0,index)+chr+str.substr(index+1);},get_byte:function(str,i){var s=(i/16)|0;i=(i&15);s=s*32;return((str.charCodeAt(i+16+s)-65)<<4)|(str.charCodeAt(i+s)-65);},set_byte:function(str,i,b){var s=(i/16)|0;i=(i&15);s=s*32;str=f5_cspm.setCharAt(str,(i+16+s),String.fromCharCode((b>>4)+65));str=f5_cspm.setCharAt(str,(i+s),String.fromCharCode((b&15)+65));return str;},set_latency:function(str,latency){latency=latency&0xffff;str=f5_cspm.set_byte(str,40,(latency>>8));str=f5_cspm.set_byte(str,41,(latency&0xff));str=f5_cspm.set_byte(str,35,2);return str;},wait_perf_data:function(){try{var wp=window.performance.timing;if(wp.loadEventEnd>0){var res=wp.loadEventEnd-wp.navigationStart;if(res<60001){var cookie_val=f5_cspm.set_latency(f5_cspm.f5_p,res);window.document.cookie='f5avr0840947753aaaaaaaaaaaaaaaa='+encodeURIComponent(cookie_val)+';path=/';} return;}} catch(err){return;} setTimeout(f5_cspm.wait_perf_data,100);return;},go:function(){var chunk=window.document.cookie.split(/\s*;\s*/);for(var i=0;i<chunk.length;++i){var pair=chunk[i].split(/\s*=\s*/);if(pair[0]=='f5_cspm'&&pair[1]=='1234') {var d=new Date();d.setTime(d.getTime()-1000);window.document.cookie='f5_cspm=;expires='+d.toUTCString()+';path=/;';setTimeout(f5_cspm.wait_perf_data,100);}}}} f5_cspm.go();}());</script>