The digital revolution has led to increasing use by students of virtual learning spaces, in the process displacing the physical classroom, laboratory, and library as core campus learning locations, said panelists at an Institute session. Scott Bennett, CIC senior advisor and author of Libraries Designed for Learning, and Kent Duffy, FAIA award-winning design principal at SRG Partnership, reminded participants that colleges, therefore, need to rethink their investment in and design of physical learning spaces.

“Key to successful campus planning,” Bennett argued, “is to view the existing campus facilities through the eyes of students and faculty members and to create as many opportunities as possible for students to engage with faculty, other students, and materials.” Bennett has begun to survey students and faculty members to collect data on how existing campus learning spaces are perceived (for information on how to participate in the study, see www.libraryspaceplanning.com/projects.htm or contact Bennett at scott@libraryspaceplanning.com).

Early survey results reveal that some learning behaviors and opportunities, such as conversations with peers from different socioeconomic backgrounds, are regarded as equally important by students and faculty members; others are not, such as group study (which students value much higher) and a culminating senior experience (which faculty consider more important). And while students and faculty members view some campus spaces similarly in terms of how much they foster engaging learning behaviors (such as student unions and outdoor spaces), they actually disagree on most (residence halls and common spaces in academic buildings are more positively viewed by students; dining halls are seen more positively by faculty members; and students view computer laboratories more negatively than faculty members). As a consequence, the challenge for campus planners interested in creating engaging learning spaces is to realize how students and faculty members view existing spaces and approach redesigns from a “what should happen in these spaces?” perspective.

Duffy presented successful campus redesigns and newly created campus structures providing strategically located places of gathering that emphasize a climate of preparation, focus on interdisciplinary activity, enhance a campus’ character, and adhere to principles of environmental responsibility.

Participants learned through a hypothetical case study and group work on plans to enhance a campus’ learning spaces that successful planning processes must be inclusive and driven by well-articulated goals.