New framework connects classroom design with learning

The University unveiled a decade-long plan to reshape the future of its classrooms.

Developed through campus-wide consultations from 2024-25 and released in October 2025, the Teaching and Learning Space Framework lays out a 10-year plan to make Queen’s classrooms more collaborative, inclusive, and innovative. The framework, created by the Office of the Provost and Vice-Principal (Academic) alongside the Centre for Teaching and Learning, Information Technology Services, and Facilities, builds on the University’s priorities of student engagement, sustainability, and academic excellence.

In an interview with The Journal, Gavan Watson, Vice-Provost, Teaching and Learning, shared how the framework is meant to bridge the gap between space and pedagogy. And ensure a commitment to flexibility and engagement.

“We [the University] want to make sure that the learning spaces we have in the future are the kinds of places where faculty members and instructors can engage students in deeply engaging and effective learning experiences,” Watson said.

A new concept introduced by the framework is a “large active learning hall,” a space that blends the scale of a traditional lecture hall with the interactivity of group work.

“It would look a lot like a large lecture hall,” Watson said. “But rather than having rows of seating, it would have folks sitting around in tables of four or six so that faculty members could facilitate collaboration.”

Though the framework spans a decade, students could see tangible changes within a year of renovations. Previous examples of this initiative can be seen across campus, such as in Theological Hall Room 307, designed to be a low-tech, team-oriented classroom, or in Mackintosh-Corry Hall Room E202, which is a communal space and an Indigenous classroom.

“The University has an annual classroom renewal budget,” Watson added, “We could see renovated teaching and learning spaces available for students as short as 12 months from when we start the renovation process for a learning space, two to three years for bigger projects.”

According to Watson, accessibility has already been included in teaching and learning practices at Queen’s. The Centre for Teaching and Learning ensures that instructors use Universal Design for Learning (UDL) as a guidepost for developing course materials by providing multiple means of engagement, such as alternate formats and alt-text under all graphics and images, and encourages active learning techniques by providing multiple means of engagement through group projects and breakout rooms.

Now, Watson added the framework that extends to classroom design, embedding the United Nations Sustainable Development Goals (SDG), specifically SDG 9 (industry, innovation, and infrastructure), SDG 11 (sustainable cities and communities), and SDG 4 (quality education), by including the same principles in the design process.

“Equity and accessibility are embedded in the principles,” Watson added. “We’ve long incorporated inclusive design standards into our classroom renovations, but the framework formalizes and strengthens those practices.”

To Watson, the framework represents more than infrastructure renewal. It’s a commitment to the future of teaching and learning at Queen’s.

“The design of classrooms can act as an enabler or a barrier to facilitating positive and effective learning experiences. And so really what we want is the reduction of barriers in our classrooms for thoughtful teaching practice,” Watson emphasized.

By linking design, pedagogy, and technology, the framework aims to ensure that future learning spaces are built to reflect the evolving needs of instructors and students alike.