Strategy Consulting | Planning | Design
The Campus Tech Revolution: Developing Guidelines for the Seoul Software Academy (SeSAC)
*Below is a summary of our project-related research. If you would like more information, please reach out to us at inquiry@scaaa.com
How can we create learning environments that support and inspire students in intensive STEM programs?
We developed design guidelines for the Seoul Software Academy’s (SeSAC) campuses across South Korea’s capital. Established in 1998 by a subsidiary organization of the Korean Government, SeSAC aims to address the regional shortage in skilled software engineers and developers. The program adopts an innovative curriculum to train students and young professionals in software development and design technology. As the program is highly intensive and competitive in nature, SeSAC’s parent organization asked SCAAA to develop guidelines that facilitate not only productive, but also stress-mitigating learning environments. In the research process, we referred to both global and regional studies, surveys, and case studies to identify key strategies for the optimal technology campus.
A Case for Active Learning and Active Learning Spaces in STEM
There has been extensive literature published on the importance of active learning within STEM. Faculty at the University of Washington in Seattle published a study reporting that active learning boosts examination scores and lowers failure rates for STEM students. STEM students tend to engage in project-based learning (PBL), where they work together in groups to problem-solve. PBL is encouraged particularly in STEM subjects due to its applicability to industry; STEM professionals often need to engage in project-based tasks that require constant collaboration and complex problem solving. Due to the similar nature of STEM education and profession, there needs to be a strong resemblance between STEM campuses and workplaces.
Active Learning Impact on Performance
In a 2013 study conducted by faculty of the University of Washington, results suggested that on average STEM students in classes with active learning were 1.5 times less likely to fail than students in traditional classrooms. Average failure rates were 21.8% under active learning but 33.8% under traditional lecturing. Furthermore, active learning increased academic performance by just under half a standard deviation, whereas traditional lecturing increased failure rates by 55%.
Insights:
How can classroom spaces facilitate active learning?
Unlike large lecture halls, where seating is fixed and oriented towards one speaker (the teacher), active learning spaces should carefully consider usage of open study and multifunctional spaces. Movable furniture, writing surfaces, and the integration of technological learning tools supports active learning as students have the ability to group closer together for collaborative work or discussion. The flexibility of furniture and tools allows students to customize their own learning environments according to their individual or group needs. Furthermore, tools such as portable white boards, Apple TV, LCD panel projectors help aid in creative ideation and problem-solving processes.
Responding to Regional Variations of Classroom Specifications:
Drawing from case studies, as well as academic studies conducted in the United States and Asia, SCAAA developed a detailed set of guidelines outlining the optimal specifications for active learning environments in SeSACs classrooms (e.g., ranges of desk size/height, distance between desks, students’ distance from main projector screen, optimum classroom width and length, etc.). SCAAA referenced government data on the average height of Koreans adults (which has significantly increased over the past three decades) to tailor the ergonomic calculations to the target population.
Establishing Classroom Layout Standards:
SCAAA also compiled more general guidelines regarding classroom layout and spatial priorities, which detailed the benefits of cluster systems, the importance of teacher-student visibility, and the value of informal learning spaces.
Cluster: Cluster seating involves splitting table rows into smaller, modular groupings to facilitate peer-peer learning, teacher-student circulation, and facilitate active learning. Cluster design allows students to feel valued as co-constructors of knowledge, as it helps erase the “line” (the physical separation) between students and instructors.
Prioritize Visibility: Open visibility and clear circulation allow teachers to spot struggling students and help when needed and improve circulation.
Informal Learning Spaces: Informal learning spaces are spaces where learning occurs outside the designated classroom time. Students spend most of their time in these spaces, so their role in student outcomes has been emphasized in many academic studies. Proximity and connectivity of informal spaces is also found to be key to the overall dynamics of how students engage with the campus and interact with one another. The decor of informal spaces can be strategically designed to promote a strong brand identity and help create a community within the campus.
Campus/Brand Identity: The presence of a strong organizational identity has proven to positively affect student performance, as well as foster a sense of belonging and community. Studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Furthermore, objects present in a classroom influence performance and shape student aspirations, which is partly why teachers often place pictures of presidents, inventors, and thought leaders on the classroom walls.
Analyzing case studies of successful technology campus identities, SCAAA found the most impactful branding incorporated digital technology and student work into the classroom design. In these campus spaces, students are able to witness the innovative capabilities of technology (e.g., furniture, adornments, or structures inspired by technology and parametric design).
As SeSAC is an incubator for software developers and digital technology students, SCAAA’s guidelines encourage the display of student work (in the form of code, digital portfolios, or presentations). The use of students’ work as interior elements helps express SeSACs ideology, facilitate engagement between students, as well as provide a sense of belonging and motivation.
