Transformational Education > New classrooms
Angela Crispi on the deficiencies of the Aldrich classroomes
Transcript
And if we thought about then about what was going on in Aldrich, there were definitely some deficiencies. One major deficiency was the emergence of technology, and what that meant in the classrooms. So we had an Aldrich classroom that had three movable chalkboards, and one screen that dropped. And where we ended up in Hawes is, through lots of iterations of mockups and discussions we ended up with a lot more real estate in the front of the room, twelve movable chalkboards, not three movable chalkboards, two chalkboards on the sides of the rooms, as well as three screens.
So a spreadsheet could be doing at the same time that a case protagonist was on video. The classrooms could be linked together. So that was a huge component of, "What do we do to make sure that the faculty have lots of different ways to engage the students in discussion?"
And another piece for us was also around accessibility. Getting into Aldrich, and more—not so much getting into the building, but being able to move within the classroom if you had broken your foot. It was challenging to do that. So accessibility was another key thing that we knew that we needed to think about. But technology was one big driver as to how we thought about the deficiencies in Aldrich, what we needed in Hawes.