Preprint version. Marketing Education Review, Volume 18, Issue 1, January 1, 2008, pages 47-53. Copyright © 2008 M.E. Sharpe. This is an unpublished, pre-print version of the article published in Marketing Education Review. The original publication is available at Marketing Education Review.
NOTE: At the time of publication, the author Stern Neill was not yet affiliated with Cal Poly.
To support pedagogical innovation, educators must reexamine physical space. This paper describes a project to redesign an existing classroom into a flexible learning space. The desired outcome was a classroom that would support a variety of pedagogical approaches and learning experiences. The findings, based on data gathered from students and faculty, indicate that the renovated classroom increases student engagement, collaboration, flexibility, and learning. A flexible learning space better enables innovative approaches to teaching and learning when compared to the traditional classroom.