Track

Research Proposal / Assessment of Student Learning

Proposal Abstract

High levels of student engagement are associated with a wide range of educational practices and conditions including purposeful student-faculty contact, active learning, and environments that are perceived as inclusive and affirming.

This study seeks to understand how undergraduate and graduate student levels of engagement differ between typical learning spaces and intentionally designed active learning spaces, with a specific focus on two learning spaces at the University of New England. Herman Miller Education’s Learning Spaces Research Program (LSRP) offers a platform for reaching common objectives that support the advancement of learning environments for educational institutions within North America.

Proposal Description

High levels of student engagement are associated with a wide range of educational practices and conditions including purposeful student-faculty contact, active learning, and environments that are perceived as inclusive and affirming. Existing research on college students’ development indicates that student engagement – defined as “the quality of effort and level of involvement” (Pascarella & Terenzini, 1991) – is a key predictor of student success (Kuh et al., 2005). By understanding how learning spaces – defined as campus environments where meaningful connections are made among students, faculty, and ideas – increase student engagement, we may be able to gain insights into how learning spaces contribute to student success – a favorable or desired outcome that may be unique to individual students or educational institutions.

Research Question: How do learning spaces facilitate engagement?

Sub-questions:

  1. How are desired behaviors encouraged and supported?

  2. How and to what degree are students engaged?

  3. Are students encourages to put forth more effort than they would on their own?

  4. What messages and values are conveyed?

The research partnership between University of New England and Herman Miller Education began in January 2016 with the planning process for two new learning spaces, benefiting undergraduate and graduate students, many within social sciences. During the fall 2016 semester, students were surveyed, instructors were interviewed, and classes were observed to better understand how these two learning spaces contribute to overall student success. Research learnings will be used to further refine the space planning and implementation process at UNE, along with like-minded institutions, to support the continual evolution of learning spaces that positively impact students’ learning experiences. Research will be completed in November, 2016.

Session Format

Presentation Session

Publication Type and Release Option

Presentation (Open Access)

Previous Versions

Apr 24 2017

 
Mar 29th, 4:00 PM Mar 29th, 5:00 PM

Impacts of Intentional Planning for Active Learning Environments

High levels of student engagement are associated with a wide range of educational practices and conditions including purposeful student-faculty contact, active learning, and environments that are perceived as inclusive and affirming.

This study seeks to understand how undergraduate and graduate student levels of engagement differ between typical learning spaces and intentionally designed active learning spaces, with a specific focus on two learning spaces at the University of New England. Herman Miller Education’s Learning Spaces Research Program (LSRP) offers a platform for reaching common objectives that support the advancement of learning environments for educational institutions within North America.