Designing for Learning: Creating Campus Environments for Student Success,

Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning

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Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning

Read Online Ebook Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning

Understand the design factors of campus environmental theory that impact student success and create a campus of consequence

Designing for Learning is a comprehensive introduction to campus environmental theory and practice, summarizing the influence of collegiate environments on learning and providing practical strategies for facilitating student success through intentional design. This second edition offers new coverage of universal design, learning communities, multicultural environments, online environments, social networking, and safety, and challenges educators to evaluate the potential for change on their own campuses. You'll learn which factors make a living-learning community effective, and how to implement these factors in the renovation of campus facilities. An updated selection of vignettes, case scenarios, and institutional examples help you apply theory to practice, and end-of-chapter reflection questions allow you to test your understanding and probe deeper into the material and how it applies to your environment.

Campus design is no longer just about grassy quads and ivy-covered walls—the past decade has seen a surge in new designs that facilitate learning and nurture student development. This book introduces you to the many design factors that impact student success, and helps you develop a solid strategy for implementing the changes that can make the biggest difference to your campus.

• Learn how environments shape and influence student behavior
• Evaluate your campus and consider the potential for change
• Make your spaces more welcoming, inclusive, and functional
• Organize the design process from research to policy implementation

Colleges and universities are institutions of purpose and place, and the physical design of the facilities must be undertaken with attention to the ways in which the space's dimensions and features impact the behavior and outlook of everyone from students to faculty to staff. Designing for Learning gives you a greater understanding of modern campus design, and the practical application that brings theory to life.

Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning

• Amazon Sales Rank: #800031 in eBooks
• Published on: 2015-06-16
• Released on: 2015-06-16
• Format: Kindle eBook

Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning

From the Inside Flap

For today's colleges and universities, it is time for an upgrade. Students in higher education are becoming more discerning as they seek distinctive educational experiences conducive to success. In the future, the most competitive institutions will be those that pay attention, not only to what students learn, but to where they learn. Thankfully, the past decade of research has yielded new and exciting insights into the types of environments—physical and online—that support student learning. Designing for Learning is a valuable synthesis of the key ideas that every institution needs to survive this crucial moment in the evolution of higher education.

Research shows that human behavior is strongly influenced by the environments we inhabit, and smart design principles are transforming learning environments around the world. In this book, authors C. Carney Strange and James H. Banning show how colleges and universities that take a conscious approach to their learning environments stand to attract more students and improve retention rates. Their framework shows how to assess existing environments and identify ways to create the experience of community, which is essential to student success.

Designing for Learning is an update to the authors' groundbreaking work, Educating by Design. Through examples, case studies, and questions for reflection and discussion this book guides readers from theory to practice. The authors present new coverage of the most pressing issues in higher education today, including:

• Universal design
• Learning communities and social networking
• Multicultural environments
• Virtual environments and online learning
• Safety and inclusion

Anyone involved in online or on campus environments, from institutional leaders to facilities coordinators to administrative staff, will appreciate these eye-opening principles. The colleges and universities of the future will be designed with purpose. Designing for Learning provides readers with the inspiration and knowledge they need to create environments that lead to long-term success.

From the Back Cover

Praise for Designing for Learning

"The masters are back! Strange and Banning update their insightful perspectives to reflect students' mobile culture, in the context of a deeper and richer understanding of contemporary knowledge of human learning. This book will guide intentional design to address how students learn and develop and how campus environments can enhance that process." —Susan R. Komives, professor emerita, University of Maryland, and past president of the Council for the Advancement of Standards in Higher Education (CAS) and ACPA–College Student Educators International

"Updated for the complex physical, human, organizational, and digital environments in which 21st century students live and learn, Designing for Learning is a must-have resource for educators at any type of postsecondary institution. Strange and Banning provide a flexible blueprint for designing environments in which diverse student populations can learn, develop, and succeed." —Kristen A. Renn, professor of higher, adult, & lifelong education, dean of undergraduate studies, and director for student success initiatives, Michigan State University

"The intellectual architecture and practical construction of this text are extraordinary. The architects offer much guidance to postsecondary educators who endeavor to construct dynamic environments that enhance learning, engagement, and inclusion." —Shaun R. Harper, associate professor, higher education division, and executive director, Center for the Study of Race and Equity in Education, University of Pennsylvania

About the Author

C. CARNEY STRANGE is professor emeritus of higher education and student affairs at Bowling Green State University, where he taught courses on student development and the impact of educational environments.

JAMES H. BANNING is professor emeritus at Colorado State University and is well known for his work and teaching in educational psychology and campus ecology.

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Most helpful customer reviews

0 of 0 people found the following review helpful. Designed well for learning By Deborah V How can an institution of higher learning create an atmosphere conducive to student learning? This book attempts to answer that question through the development of various models for the best learning.The book covers not only a physical campus, but also online learning communities in terms of trying to build the best student learning communities. Part 1 of the book deals with Components and Impacts of Campus Environments:*Physical Environments: The Role of Place and Design*Aggregate Environments: The Impact of Human Characteristics*Organizational Environments: How Institutional Goals are Achieved* Social Constructed Environments: Different Views Through Different EyesThe Second part is titled "Designing Campus Environments That Foster Student Learning and Success. This is where the reader will find the information that will help them design active learning environments for their students. The chapters include:*Promoting Inclusion and Safety*Encouraging Participation and Engagement*Building Communities of Learning*Learning Through Mobile Technology*Assessing and Creating Designs for Student Learning and SuccessI used to be a consultant to help colleges develop learning models that would best serve adults. It has been years since I've worked in this field, but I was pleased to see that many of the models that we felt worked well for adults (such as something as simple as seating arrangements) are now being touted as working well for students of college age.There are many aspects of the book that are common sense and the authors do a good job of "proving" common sense makes the most sense. This is a well researched book that will benefit campus architects with helping all types of students: traditional, non-traditional, campus students, online students etc. learn more fully and become better citizens.

0 of 0 people found the following review helpful. Timely and Extremely Useful Resource for Creating Learning Environements of Success for Students By Avid Mystery Reader This is an interesting and useful read for any faculty who is interesting in creating positive and effective learning environments for their students. This whole topic of creating positive learning environments for student success has been a topic of interest for me for both my doctoral dissertation as well as in my work as a faculty in a community college. First of all, the publisher Jossey-Bass always has products that are of great interest to educators and they have well developed and written products, so you can be assured that this is one of the best resources out there. This book is a 2nd edition and therefore has been revised and expanded and I can tell by the currency of the topics in the book. The flow of the book is excellent as it starts out with looking at the physical environment of where you teach. Until I got into doctoral school, I honestly never thought much about this aspect of teaching but it is really important; even the way that chairs are arranged in a classroom can affect teaching and learning! My college is particular focused on culturally responsive teaching, so the chapter on inclusion (Chapter 5) was of particular interest. In that chapter the author also talks about safety. I know from working with International students where English as a second language is an issue, these students actually fear being called out to answer questions that while they may know the answer, the environment is just too risky to participate. So, there are ways to make a learning environment feel safe for all students and this chapter goes into some of those as well as the chapter on encouraging participation and engagement. There is also a chapter on learning communities, a chapter on technology (which is great to see addressed since it talks about mobile technologies which at our college have just exploded). The last chapter is on assessment and as I talked about the flow of the book, what a great chapter to end the discussion on! I think this book is a wonderful addition to the higher education educator's resources.

0 of 0 people found the following review helpful. Active vs. Reactive By ck Whether your place of learning is mediocre or optimal is a matter of evaluation, choice, and action, according to two emeritus professors who have devoted their careers to postsecondary education. As you might expect, authors C. Carney Strange and James H. Banning make their case for purposeful campus design by first providing a clear look at what comprises a campus and establishing an academic context for their evaluations and recommendations.Not surprisingly, academic literature brims with observations and conclusions about the places in which we learn, and Strange and Banning have done their homework in pulling together a comprehensive review of four major components that they contend comprise a campus: the human environment. They devote the opening chapters to working through these four key aspects in a manner that is a clear primer for education students as well as a thorough refresher for those in the profession.These four areas are campus condition and layout; organizational structures; the characteristics of the people who work and study there; and the collective perceptions (social constructions) of the culture and context of the campus. A particular benefit of this section is that Strange and Banning clearly illustrate the impact of intentional or happenstance choices in a way that those in the trenches can share with those who hold the purse-strings of their campus.The second part of the book is the payoff. With a fresh grasp of context, readers get to dive into ways to design campus environments that nurture students’ active learning and bolster successful learning. The authors have broadened this coverage from the original edition of this book to include insights from recent discussions about multicultural environments, residential learning communities, social networking, mobile learning, and universal design.Does this book contain academic jargon and buzzwords? Yes, but the authors don’t use either of these as a crutch. Rather, they invoke such phrases and constructions only to frame the scope of a conversation, and only when they also ensure their meaning is clear.Although the likely audiences of this book include Ed.D. candidates and midcareer professionals, this book is clear enough for master’s students and especially motivated students seeking their teaching credentials. The aforementioned context and clarity also mean that this book would provide valuable insights for volunteer boards of regents and other community members who interact with – or would like to work with – their hometown institute of higher learning.In addition, many of the basic principles absolutely are applicable to K-12 settings, and a copy of this book belongs in the faculty lending library for access by teachers, whether or not they currently intend to go through admin training on the path to serving as a vice principal or principal.

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Designing for Learning: Creating Campus Environments for Student Success, by C. Carney Strange, James H. Banning