The Happy Place Vol 2

VOL 2: BALANCE AND PRODUCTIVITY FOR THE UNIVERSITY STUDENT

INTERIOR DESIGN

NBRS INTERIOR DESIGN

The Happy Place: Part 2 Bringing balance and productivity back into the universities is a publication by NBRS ©2023 NBRS No part of this publication may be reproduced, stored in a retrieval system or transmitted without the prior written permission of the publisher.

Nominated Architect Andrew Duffin NSW reg. 5602 ABN 16 002 247 565 SYDNEY 4 Glen Street Milsons Point NSW 2061 +61 2 9922 2344 MELBOURNE Suite 401 / 325 Flinders Lane Melbourne VIC 3000 BRISBANE Level 38 / 71 Eagle Street Brisbane QLD 4000 www.nbrs.com.au

THE HAPPY PLACE VOL 2

Contributors

Mikaela Gifford

Sophie Orrock

Andrew Duffin

Lee Hopkinson

Graduate Interior Designer, NBRS

Director and Head of Interior Design, NBRS

Director and Chief Design Officer, NBRS

Principal of Interior Design, NBRS

CONTRIBUTORS 3

NBRS INTERIOR DESIGN

4 INTRODUCTION

THE HAPPY PLACE VOL 2

Introduction With one of the best higher education systems in the world, Australian universities shape the lives of the 1.4 million local and international students who enrol every year (Universities Australia). Students have the unique opportunity to spend their tertiary year learning and developing significantly as young adults.

The interior design of the university campus can ensure a positive, balanced, and well-rounded education experience during both in-person online learning and socializing. Through considering the ideas of productivity, innovation, and wellness in design we can ensure that students have an optimal university experience where the campus creates a sense of balance and productivity.

Productivity: space that provides an environment that is conducive to many kinds of learning including focus learning, active learning, and hybrid learning Innovation: a space that pushes the boundaries of what learning can look like and encourages students to do the same through creating tangible change, emerging technologies, and flexibility.

Wellness: a space that considers students and the well-being of the planet, allowing them to learn and live in an inclusive, social, and environmentally conscious way.

In this research, we have surveyed current university students with a focus on students’ efficiency, growth, and well-being to discover how university space can empower students to positively contribute to society. Responses were taken from students studying at 9 different universities across the East Coast of Australia. This paired with an analysis of current literature, determined three key aspects of a successful university campus.

These design outcomes can positively influence campus design to create a bustling precinct that improves the sense of belonging, community engagement and the student experience.

INTRODUCTION 5

PRODUCTIVITY

Figure 1: What kind do study space do you find you’re most productive in?

Figure 2: What kind of learning do you respond to the best?

Figure 3: Do you feel positively or negatively about hybrid learning?

Productivity in a learning environment can look different depending on the type of learning that is being performed. Therefore, university spaces should be flexible to accommodate multiple types of learning.

The three main work typologies are focus learning, active learning, and hybrid learning, all of which require very different special approaches to accommodate productivity.

Focus Learning

Active Learning

Focus learning is commonly utilized in personal study time or quiet learning situations. It is the process of getting into a state of concentration on a singular task for an extended period. This is typically what we think of when discussing self-regulated learning and is commonly done in spaces such as libraries, study spaces or homes. When surveying students about what spaces they find most productive 75.5% of respondents said the library was a productive space (Figure 1), this is primarily due to the reduced noise levels access to resources. However, 21% of respondents specifically mentioned their dislike for libraries due to the formality and imposing feeling of the space. Because of this, we propose that smaller study spaces that have a more casual feel be incorporated throughout the campus. Purpose-designed student study spaces that provides the opportunity for focus learning using pods, singleperson study spaces, study carrels and small breakout rooms.

Active learning is becoming an increasingly popular mode of learning in university spaces as it encourages learning through creative thinking, discussion and doing. Research suggests that this type of learning is particularly beneficial in preparing students to be lifelong learners, and helps with information retention, motivation, interpersonal skills, collaboration skills, creativity and problem-solving. When surveying students were asked what type of learning they responded to the best, 60% of students selected active learning. According to the survey, hands-on studio work and visual learning were also highly regarded with 66% of respondents selecting hands-on studio and 62% selecting visual learning as an effective form of learning (Figure 2). Therefore, the design of university learning spaces should incorporate elements that allow for hands-on active learning. This could include moveable whiteboards, shared tables, circular seating for group work and discussion, pinboards, storage for easy access to hands-on resources, smaller breakout rooms and adaptive reuse collaboration zones.

6 PRODUCTIVITY

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interactive screen

breakout room

study pod

collaboration space booth seating

lounge seating

Hybrid Learning Hybrid learning and working is a topic that has become widely discussed in recent years as technology has responded to the pandemic and adapted to incorporate the hybrid model.

Undertaking university work away from campus, is common when studying or completing assessments and with the rise of recorded lectures there has been increased freedom and agency for students over their learning environments. However, there is now a push for more flexibility in learning both in person and online with survey respondents having an average of 80% positivity regarding hybrid learning (Figure 3). This was particularly regarding flexibility and saving on travel time for those with long commutes.

Respondents stated: “It allows for flexibility in learning and makes uni information more accessible for those with long commutes.”, “It’s good because the commute to university can be financially debilitating” and “It allows a super flexible learning environment”.

Many respondents also highlighted the importance of having both in-person and online learning with 82% of respondents stating that they believe in-person and traditional learning have a place in the future of tertiary education. Respondents stated: “It’s nice to have the convenience of staying at home to watch some lectures.

However, I find I pay the most attention and learn most effectively with the accountability of in-person classes.”, “Readings and further study are okay at home but socialising is one of the best parts of university” and “Learning with others in a physical place is a motivation!”. Because of this campus space needs to accommodate connections between in-person and online students. This could include easy-to-use and portable screens, small breakout rooms, recording devices and interactive displays..

PRODUCTIVITY 7

INNOVATION

Figure 4: Do you feel your university encourages innovation?

Figure 5: What kind of learning do you respond to the best?

Figure 6: What kind of technology would you like to see in your university environment?

Innovation is the act of creating something new that has not been seen or done before. Universities are known for innovation so implementing these principles on campus should be threefold: first, the learning environments in which students spend their time should both support the innovations of the students through providing necessary tools, second the design itself should be innovative in the way it is structured, designed and implemented as a way to encourage students innovation through showing and finally emerging technology should be woven throughout in a way that allows for the future and is flexible enough to change as needed. To achieve this, innovative universities should incorporate tangible innovation, flexibility and emerging technologies to create future-proof innovative spaces.

Tangible

Flexibility

Tangible innovation is the design of space that combines collaboration, creativity, technology, and hands-on activity to encourage learning creatively. This pushes the boundaries of what a learning space is to create new learning outcomes. Because innovation is the backbone of tertiary education, creating spaces that support innovation, and creative thinking is necessary.

According to survey respondents, 82% of respondents feel that their university encourages innovation (Figure 4). Therefore, the design of all university spaces should incorporate design in a way that is immersive and allows innovation to thrive. Spatial typologies that incorporate tangible innovation include innovation hubs, workshops, fabrication labs, immersive classrooms, and technology labs. These spaces include elements such as technology, movable furniture, open space, writable surfaces, access to information in many forms, making spaces, materials, and supplies.

Flexibility in space is a way in which designers of innovation spaces can show a reaction to innovation. Due to the constant change that is a result of innovation university spaces need to be adaptable and agile. Flexible space allows students to take control of their learning environment and to create a space that works for them. One student’s preference might not work for another, therefore, giving students agency in this way allows them to feel comfortable and supported in innovation spaces.

This can be achieved through multi-use spaces. When surveying students it showed that students find a variety of learning modes most productive including, tutorials, hands-on learning, active learning, and visual learning (Figure 5). Because of this innovation space should incorporate elements such as moveable and flexible furniture, movable screens, writable walls, and screens to create a multi-functional and multi-use space for innovation.

8 INNOVATION

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resource library hybrid meeting zone

interactive screens

displays

making space VR room

Technology Technology is an integral part of the education space. As universities enable the development and incorporation of emerging technologies so should the space in which students occupy allow for ease of use of technology and the incorporation of new technology within the space. When surveyed, students were particularly interested in seeing immersive classrooms on campus. Immersive classrooms are spaces that are designed to incorporate technologies that can put the students into the topic that they are learning about. This could be done using virtual reality, augmented reality, simulations, and mixed reality (Figure 6). This provides a connection to the learning material and is shown to be an effective way of learning with benefits such as increased retention of information, inclusion of emotional learning, practical learning, flexibility engagement, and more.

When designing spaces for emerging technology it is important to recognise the dynamic nature of technology. Because of this flexibility is very important. Spaces should have access to current and future technologies that allow for ease of access and that are accessible. Implementing systems such as VR and AR require an open space and walls or screens that can be projected onto. The use of curved walls can also create a more immersive and 360 feel to the space.

INNOVATION 9

WELLNESS

Figure 7: When you have time outside of class, where/how do you spend that time?

Figure 8: What kind of space on campus makes you feel a sense of community?

Figure 9: Do you think your university in environmentally conscious?

Wellness should be front of mind when creating student spaces. Young people ages 15-24 experience the highest amount of mental health disorders or behavioural conditions of all age groups (Australian Bureau of Statistics). Because of this Universities have the opportunity to support the wellness of many individuals in this age group through considering inclusivity, social interaction, and the environment in the design of university campus spaces.

Inclusivity

Social

Inclusivity is extremely important in university spaces to allow all students to participate and thrive in the university space. Learning inclusivity is a particularly relevant topic in university spaces as study is often individually led and so spaces must accommodate a multi-modal style of learning to maximize student wellness. When surveying students they responded with many modes of preferred learning, many of which require different types of space. Watching recorded lectures requires space that is quiet and a screen that is large enough to read slides. Hands-on learning and active learning could require larger desk space, whiteboards and pinboards, and interactive screens. visual learning requires screens and printouts.

There are many other examples of ways in which students like to study, therefore inclusive learning spaces should give agency to the student to create the type of space they find most beneficial.

Space should be flexible, welcoming, and collaborative.

Social interaction is a major part of the university experience, and the campus plays a large role in connecting students. When students were asked where they spend most of their time outside of class the leading results were both social spaces, outdoor, and hospitality spaces (Figure 7). When asked what spaces make students feel a sense of community, outdoor spaces were again the top result followed by collaboration spaces (Figure 8).

When designing community spaces on campus it is important to consider what types of space create community. Spaces such as parks and lawns are central to social interaction as well as transitional spaces such as central pathways and malls. However, we can also encourage collaboration through the design of collaborative study spaces. Communal tables and casual booths can create a laid-back environment to facilitate connection with other students.

10 WELLNESS

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amphitheater connection to outdoors

cafe

collaboration tables

Environment Environment is an aspect of university design that must always be considered. With universities being the thought leaders in environmental sustainability the design of all spaces should consider not only sustainability but also the impact and influence of the space on students’ comfort, mental health, and productivity.

Space such as parks, lawns, cafes, amphitheatre, and lounge areas are all examples of spaces that encourage connection to the environment and community to create a positive impact on the university precinct.

This can be done by creating community spaces that connect students with the environment and each other. 71% of surveyed students believe their university is environmentally conscious (Figure 9), although this is a relatively positive result, the design of the campus should communicate the environmental considerations made by universities and educate students on the importance of the natural environment on wellness.

WELLNESS 11

NBRS INTERIOR DESIGN

Conclusion With the changeability of learning preferences and technologies, it is difficult to predict the future needs of the university campus for students. However, by considering how to create spaces that encourage the three key aspects of productivity, innovation, and wellness, we believe that the university can remain a positively balanced space for students to thrive.

Through the analysis of student survey responses, the following can be deduced regarding the enation of the three aspects of campus design: Productivity: should be pockets of space throughout campus that are quiet casual and comfortable.

Innovation: should be hubs that are flexible, collaborative, ands on and future focused.

Wellness: should be outdoor spaces that are activated by connection to the environment and community that draw people in to activate the precinct.

12 CONCLUSION

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