Criteria developed by University of Georgia’s School Design and Planning Laboratory, now widely used to “help make physical learning environments more ‘teacher and learner-friendly’ in a multicultural society” (Tanner, p. 310).

Exterior space

• The overall impression is welcoming to students and instructors as well as effective and efficient for the program.
• The building is part of a visible, obvious campus plan.
• The buildings and grounds are compatible with the broader context in which they’re placed.
• Outdoor spaces are defined by buildings, trees, walls, and walkways.
• Green areas are visible outside the buildings; trees, grass, and gardens may be seen, but no cars or roads.
• The entrance areas are friendly and welcoming, connecting the outside world to the inside world.

Personal space

• Quiet areas are available for students to pause and refresh themselves, both inside and outside.
• Private spaces are available for both students and faculty—spaces for reading, listening, reflecting.
• Technology for both students and faculty is widely available, usable, and flexible.

Pedagogical space

• Instructional “neighborhoods” are defined—for example, small and large group meeting areas, collaborative workspaces, instructor planning/work spaces, places with multiple uses.
• Learning zones inside and outside the building meet various individual learning styles.
• The buildings have activity pockets designed for small group work.

Office space

• Personal space is sufficient to enable people to participate in activities and tasks without being crowded.
• Administration spaces are grouped together in a central area.

Infrastructure

• Intimacy gradients create sequences from larger-to-smaller and public-to-private spaces, drawing people into various area.
• The acoustics effectively control internal and external noises.
• Windows and skylights bring natural light into the spaces and provide views overlooking campus/city life.
• The climate control system is quiet and efficient, maintaining a comfortable temperature in buildings.

Movement

• Pathways within and between buildings are clearly defined and easily accessible.
• Indoor circulation patterns are broad and well-lit, both within and among spaces in the building.

Interior design

• Visual stimulation results from color and finishes.
• Living views of indoor and outdoor spaces allow minds and eyes to take a break.

Security and functionality

• The building is in safe locations, free of excessive traffic and noise.
• The building has modest storage, including secured spaces for teachers to store their personal belongings, tools and supplies.
• The ceiling heights are appropriate for the purposes of various spaces.
• The building has spaces for adding background detail such as spaces for wall displays.