Virginie Greene, Professor of Romance Languages and Literature, transfers the theme of her Freshman Seminar course, The Grail Quest of Marcel Proust, to the classroom by holding every class session in a different location around the Harvard campus or in the Boston area. “Teaching a freshman seminar allows you to do something a little rash and provoke students. A knight going on a quest never stays in the same spot twice.” Whether they are exploring Sanders Hall, the Harvard Art Museum, or the Boston Public Library, classtime is split between exploring the space and discussing the week’s reading.
When enrollment for seminar After Luther: Faith, Will, Law, and the Question of Goodnessdoubled last year, Michelle Sanchez, Assistant Professor of Theology, was concerned that the depth and quality of the connections—with and among students and the texts they read together—would diminish. In response, she modified some logistical elements including assigning different pairs of students to circulate brief response papers before class and then lead discussion each week.
Students attending classes in the University of Minnesota's Active Learning Classrooms – characterized as student-centered, interactive, flexible, and active – exceeded final grade expectations relative to their ACT scores, suggesting that learning space attributes contributed to their learning...
Melissa Franklin, Mallinckrodt Professor of Physics, rethought her teaching by rethinking her classroom. She created a flexible classroom, “the SciBox,” to encourage active learning, greater engagement, and student ownership.
Learning Spaces Week at Harvard convened June 8 – 11, 2015 with over 200 Harvard affiliates participating in an event similar to an academic scavenger hunt. Organized by the HILT Teaching and Learning Consortium.