NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1195244
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2158-6195
Building Demand and Reaching for Capacity
Cogswell, Cynthia A.; Goudzwaard, Michael
Journal of Learning Spaces, v7 n1 p16-28 2018
This case study describes a Dartmouth College classroom redesign that intended not only to encourage innovative teaching but to also promote new ways of thinking about how space influences learning through a partnership with faculty to create an incubator for study. This article discusses the campus context for how the classroom was redesigned; outlines the data collected on its use and describes the support structure for faculty.
University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire