Hugh - You probably should take a look at what some physics departments have done with their "Scale-Up" classrooms. I believe it started at North Carolina State, but has been repeated at a number of institutions. While the details of physics pedagogy are a bit different than TBL, working in groups and working together in a class are the same. See http://scaleup.ncsu.edu/ . Also, I was thinking that there was a journal of classroom design, but I couldn't find it in a quick Google search. - Bill > Hi All, > > > > We are in the process of designing a large facility for TBL. The facility > would encompass the entire class (approx 220 students). Thus far the > architects have come up with a room of rectangular proportions. We are > worried about the possible lack of `inter-connectedness' (for want of a > better phrase) of the teams in a rectangular room - can teams at one end > (or one corner) of the room have difficulty feeling and being a part of > the inter-team discussion? Is there any hard evidence that a room with a > square design would help with `inter-connectedness' (we'll need to back up > requests to the architects!)? > > I understand that many of us make TBL work in facilities that are > non-ideal, but theoretically what room proportions would you have if > money, practicalities etc were not issues? > > Many thanks in advance > > Hugh > > > > Hugh Clements-Jewery, PhD > > > Assistant Professor of Physiology > West Virginia School of Osteopathic Medicine > 400 N Lee Street > Lewisburg, WV 24901 > Office: +1-304-793-6822 > Fax: +1-304-645-4859 > > > > -- Bill Goffe Department of Economics SUNY Oswego, 416 Mahar Hall Oswego, NY 13126 315-312-3444(v), 315-312-5444(f) [log in to unmask] http://cook.rfe.org