Page 26 - spaces4learning, Summer 2022

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EVIDENCE-BASED DESIGN
OPENING THE DOORS TO EVIDENCE-BASED DESIGN IN OJAI, CALIFORNIA
By Tysen Gannon
IN 2021, THE THACHER SCHOOL, located in Ojai, Calif., opened the doors to its project-based learning hub. The space was designed to support a multidisci- plinary learning environment with collab- orative common areas and classrooms that provide greater flexibility in their use. One of the project’s goals was to aid student
learning through evidence-based design, which roots decisions about the built envi- ronment in research to optimize occupant experience. While the hub incorporates several elements to achieve this goal, the building’s eight full-lite, oversized interior sliding glass doors proved to be key.
These doors range in from 97.5 inches to 120 inches in height and from 62.125 inches to 79.25 inches in width. All eight doors and their assemblies hold expansive glass lites with sturdy, impact-resistant aluminum framing. They promote a fluid classroom layout, balance visual connec- tivity with acoustic privacy and contrib- ute ample daylight and visual connectiv- ity—all of which are researched tenets of evidence-based design. As such, they help create an optimal learning environ- ment for Thacher’s students.
Although the specifics of the proj- ect-based learning hub are particular to Thacher, they bely general benefits. Each architectural element of a classroom or school holds the potential to contribute to a student’s ability to learn within the space. This is why careful consideration of build- ing design can positively impact student success. By examining how interior sliding doors helped support evidence-based de- sign at Thacher, architects and institutions can extract the concept’s basic premises and incorporate them into their spaces to help students reach their full potential.
Flexible Layout
Can Contribute
to Student Success
While research on the benefits of flexible spaces in educational settings is scarce, the studies available seem to indicate that flex- ibility in classroom design can boost aca- demic performance. A 2016 study of U.K. primary schools conducted by Barrett, Davies, Zhang and Barrett implies that environmental parameters affect learning in different ways. Lighting and individu- alization most impact math studies. Con- nection to others and links to nature most benefit reading and writing, respectively. Accordingly, it would seem to follow that when classrooms can adapt their space to accentuate these parameters based on sub- ject, they could potentially increase stu- dent success rates across the board.
Further building the case, Mark Feh- landt’s 2017 study suggests that flexible classroom design helps educators imple- ment modern teaching practices to facil- itate active student learning. In the re- search, flexible classroom layout did not directly contribute to student achieve- ment. Instead, it helped teachers shift their pedagogy to engage students more effectively. In either study, flexible layout seems to have an effect, direct or indirect, on student learning and so should be a consideration when creating classrooms.
In the case of the Thacher School, Alay- na Fraser, from Blackbird Architects (the firm behind the hub’s design), addressed the vital role flexibility played in design- ing an optimal learning environment. Fraser noted the oversized sliding doors “allow adjacent rooms to function nearly as one space rather than two—adding to the flexible use of the building” and “can easily be opened when activities benefit from connectivity to adjacent spaces or re- main closed, providing excellent acoustic privacy when needed.” For these reasons, sliding doors allow educators to change the layout of their classrooms to provide environments that support student success no matter the subject.
Further, these doors enhance the flexi- bility of the entire hub. Students walking through the learning hub can peek into any classroom, whether the doors are closed or opened, and glimpse the lesson being
26 SUMMER 2022 | spaces4learning.com