Negotiate

During the academic year 2012–2013, my department learned a great deal about making arguments for ideal classroom spaces. Still, there is much to learn. In hindsight, it would have been beneficial to have a clearer understanding of the entire decision-making process at our university and the specific roles of each stakeholder involved in the process. Below are viewpoints from faculty and media services about the process of making an argument for an ideal classroom space. Of note is the use of our design philosophy, which helped us negotiate our classroom vision from a strong bargaining position.

View from Faculty: Tim Lockridge, Assistant Professor, Communication Studies

“I think vision is key: A department needs to communicate a vision that aligns with a set of curricular goals as well as the larger university mission” (Lockridge 2013).

View from Faculty: Mike Lyons, Assistant Professor, Communication Studies

“I think the first thing you need to do is lay out your pedagogical philosophy very clearly and then design a space that fits that philosophy. Don't rely on administrators to connect the dots” (Lyons 2013).

View from Media Services: James Wilson, Director & Chief Engineer, and Justin Fowler, Engineer

“Unique systems like Merion 174 usually start with a request from a faculty member looking for something unique. When this happens we meet with them to hear their ideas and requests and do our best to meet them. A perfect example is the Nicolette Music Studio. A professor brought the idea of having a classroom with a professional grade 7.1 surround sound system for music composition. We got a budget together and designed a system around exactly what they were looking for.

If it were up to me, Merion 150 and Merion 174 would absolutely be prototypes for future classrooms at St. Joe's. The pedagogy of today advocates for collaborative peer to peer work and these classrooms provide students with exactly that. If implemented correctly, the students will have the most effective learning experience... in any... classroom. It is not to say that these classrooms are the be-all end-all for every class and subject, because we know not all classrooms and subjects are the same, but I hope at the very least they serve as a model of how the classroom experience should be” (Wilson and Fowler 2013).