Classroom design is a broad research topic covering how the physical environment of spaces affects the learning experience. Among the areas addressed by this type of research are the role of furniture, natural and artificial lighting, climate, and technology. A crucial, but underdeveloped, area of classroom design research is in relation to climate: its impact on faculty and students and what improvements to climate in learning environments should be made. Climate, in the sense of learning spaces, can be defined as temperature, air quality, and humidity. The concept of climate’s effect on learning is touched upon in “Improving Learning,” “Designing Collaborative Spaces for Schools,” and “Boston University Strategic Classroom Study.”
Peter Lippman is an architect who works throughout the United States as an educational and resource planner. He constructed his article, “Designing Collaborative Spaces for Schools,” to investigate how classroom spaces should be designed so that they are most beneficial to students’ learning experiences. Throughout this article, Lippman introduces research conducted by other researchers on several key components of classroom design and offers suggestions for improving learning spaces based on these findings. On the topic of climate, he briefly mentions that two prominent researchers of classroom design, Timothy E. Heron and William L. Heward, believe that, “characteristics such as sound, light, temperature, air quality, and spatial support for bodily movement affect how individuals acquire knowledge.”[i]Lippman never provides his own commentary on the effect of climate on classroom experience in this article and also fails to elaborate on the ideal climate circumstances for learning. It is important for authors of articles such as this one to not only acknowledge that climate affects learning but to also justify this claim with research and to offer suggestions on how to better the classroom environment in terms of the climate.
In her article, “Improving Learning,” Nina Wolgenter stresses the importance of climate in learning spaces citing indoor air quality, airflow, humidity, and temperature. She specifically focuses on the importance of air movement in learning spaces in helping with air quality issues and as a cost effective way to regulate temperature. This article, however, should not be viewed as highly credible due to the strong biases held by the author. Nina Wolgenter is the senior writer for Big Ass Fan Co., a company that specializes in the engineering and manufacturing of large-diameter, low-speed fans; thus, the article is used as advertisement for her company’s products and she is biased in stating that schools need to address their climate issues in an attempt to sell the product. Although this article overall is unreliable, within it Wolgenter cites a useful 2000 U.S. Environmental Protection Agency study entitled “IAQ Tools for Schools.” In this study it was found that when cost-effective indoor air quality improvements were made, student attendance increased by five percent.[ii] This is strong evidence supporting the need for better climate research and regulation in learning spaces.
“Boston University Strategic Classroom Study” is a report of the findings made by Rickes Associates Inc. when analyzing classrooms and buildings around Boston University’s campus. In this report, they review many aspects such as lighting, climate, furniture, cleanliness and maintenance of various learning environments. They use compelling data gathered by surveys and interviews with both faculty members and students at Boston University to assert the critical nature of climate control in the classroom experience. It is stated within this study that, “Student and faculty surveys cited poor climate control, ventilation, and noise from heating/ventilation/air conditioning as the most significant issue impacting BU’s GPCR [general-purpose classroom] spaces.”[iii] In addition, the researchers reported that, “According to the responding faculty members, climate control in classrooms is by far the most important environmental factor.”[iv] To help improve climate and lessen its negative impact on overall learning experience, the researchers suggest that a periodic review of climate satisfaction in classrooms be enforced in addition to regular electronic collection and analysis about temperature and humidity.
While it is acknowledged by both students and faculty that temperature and climate of the learning environment has an impact on the quality of the educational experience and on the ability of students to concentrate, it is an under researched aspect of classroom design. Many articles will briefly state that it has an impact but then fail to elaborate on what changes should be made regarding this aspect of the classroom or to give it the proper level of importance that it deserves. In addition, few studies have been conducted regarding this subject so many claims regarding climate’s impact on learning are purely speculation without any evidence to support it. It is crucial that more research is conducted regarding climate and its impact on learning so that the appropriate changes can be made to classroom spaces to better the overall educational experience of students.
[i] Peter C Lippman, “Designing Collaborative Spaces for Schools.” Education Digest 80, no. 5 (January 2015): 39-44.
[ii] Nina Wogelenter, “Improving Learning.” American School & University 85, no. 6 (February, 2013): 26-29.
[iii] Rickes Associates Inc., “Boston University Strategic Classroom Study.” (September 30 2011).
[iv] Rickes Associates Inc., “Boston University Strategic Classroom Study.” (September 30 2011).
Bibliography
Lippman, Peter C. “Designing Collaborative Spaces for Schools.” Education Digest 80, no. 5 (1, 2015): 39-44. Accessed March 18, 2015, http://web.b.ebscohost.com.ezproxy.bu.edu/ehost/detail/detail?vid=19&sid=ceead911-2beb-40f4-8700-1f40791b34d6%40sessionmgr111&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eft&AN=99970671.
Rickes Associates Inc..“Boston University Strategic Classroom Study.” September 30, 2011.
Wogelenter, Nina. “Improving Learning.” American School & University 85, no. 6 (2, 2013): 26-29. Accessed March 19, 2015, http://web.b.ebscohost.com.ezproxy.bu.edu/ehost/pdfviewer/pdfviewer?sid=ceead911-2beb-40f4-8700-1f40791b34d6%40sessionmgr111&vid=16&hid=124.
The Classroom Experience 