Designing for the Future: A Post-Occupancy Evaluation of the Peter Jones Learning Centre

Jacqueline Pizzuti-Ashby

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13 Designing for the Future

A Post-Occupancy Evaluation of the Peter Jones Learning Centre

In: The Translational Design of Universities

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Jacqueline Pizzuti-Ashby

Jacqueline Pizzuti-Ashby
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Type:: Chapter

Pages:: 259–285

DOI:: https://doi.org/10.1163/9789004391598_016

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This exploratory study examines the Peter Jones Learning Centre’s (PJLC) transition from a quiet, autonomous interior to a learning commons model that encourages collaboration and socialization.

Located at University of the Fraser Valley (UFV) in British Columbia, the PJLC has been revitalized to support new learning theories and provides a hub for students’ involvement and engagement on campus. Research in the planning, function, and utilization of non-formal learning environments is limited, therefore the study’s purpose is threefold: first, to gain insight as to administrators’ perceptions and observations of student learning in non-formal learning space; second, to understand how administrators implement their understanding of learning into the planning, design, and operation of the PJLC; and third, to examine the transactional relationship between the learning environment and learner.

Using the post-occupancy evaluation, ten semi-structured interviews were conducted, including five administrators influential in the PJLC design and space programming, and five learners who had utilized the facility over the course of their studies. The space performance evaluations conducted assessed the PJLC’s technical, functional, and behavioural features. This was followed by structured observational sweeps that included the documentation of 1,943 campus members’ location, activities, gender, and sociological grouping preference. Administrators’ describe student learning in non-formal learning space as technologically supported, socially driven, and multitask-oriented, and explained that they integrated their understanding of student learning in the PJLC’s space programming, physical design, policies, services, and resources provided.

The space performance evaluations demonstrated how the PJLC’s setting functioned and identified structural and environmental features that supported and hindered students’ use. Learners interviewed described that the PJLC’s physical design, operation, services, and resources provided were influential in their use of the facility. The observations conducted of campus members’ utilization of the PJLC document a series of social and activity patterns within the building.

The study’s findings suggest further research in areas such as gender, preference of learning space, integrated planning and research, environmental assessment, and inclusive learning environments that accommodate students with special needs.

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The Translational Design of Universities

An Evidence-Based Approach

Series: Advances in Learning Environments Research, Volume: 12

Cover The Translational Design of Universities

E-Book ISBN:: 9789004391598

Publisher:: Brill

Print Publication Date:: 26 Apr 2019

Subjects
- Education

Front Matter

Foreword

Preface

List of Figures and Tables

Notes on Contributors

1 The Translational Design of Universities

2 Scoping the Future of the Higher Education Campus

3 Designing the University of the Future

4 The Relationship between Innovation, Campuses and Cities

5 “The Third Teacher” of the XXI Century

6 Virtual Worlds in Higher Education

7 The Assessment of the Psychosocial Learning Environment of University Statistics Classrooms

8 Learning Space Design in Higher Education

9 Implementing Grounded Theory in Research on Blended Learning Environments

10 Modelling Learning Space and Student Learning in Higher Education

11 Mind the Gap

12 A Critical Review of Post 2012 Scholarly Literature on the Evidence-Based Design and Evaluation of New Generation Active Learning Environments

13 Designing for the Future

14 Defining Quality in Academic Library Spaces

15 At-scale Innovative University Learning Spaces of the Future

16 Afterword

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13 Designing for the Future

A Post-Occupancy Evaluation of the Peter Jones Learning Centre

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The Translational Design of Universities

An Evidence-Based Approach

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