Academic Compass: Learning Environments Survey
Learning Spaces Summary Report
October 2014
Prepared the by Simon Welsh, Senior Learning Analytics Officer, Learning Technologies, Division of
Student Learning
Background
Academic Compass is a series of surveys which will regularly explore the needs, expectations and
perceptions of CSU’s academic staff. The Compass aims to provide a mapping of current issues
related to academic practice, in particular learning and teaching, and point the way forward as CSU
charts new directions.
The current edition of the Compass addressed academics’ perceptions and expectations of CSU’s
learning environments – both physical and virtual. The survey sough feedback on:

the capacity of our learning and teaching spaces and the online learning environment to
support teaching and quality learning for our students; and

how our learning environments need to evolve, so that we can plan and provide direction
for the future.
This report contains a summary of key findings in relation to physical learning spaces only, including:
1. Respondent Profile
2. Academics’ Views on Physical Learning Environments
1
Executive Summary

178 CSU staff completed the survey, with around 80% being in direct teaching roles.
Responses were received from across the institution, but the Faculty of Arts is significantly
under-represented in these findings

Physical learning and teaching spaces at CSU are generally seen as “a mixed bag”, with
possibly most spaces being seen as effective within that. However, rather than looking for
wholesale changes and re-design of physical learning and teaching spaces across our
campuses, what academic staff are generally seeking in the first instance are improvements
in the very basic aspects of these spaces: climate control, cleanliness, room flexibility and
AV/IT systems that work
o

Recommendation: staff were asked to list what they saw as the best and worst
spaces on the campuses where they teach. It is recommended by DFM that, for all
spaces identified, a process be undertaken to formally define where each space in
question is physically located along with the timetable code
For the future design of physical learning and teaching spaces, flexibility is the key. We need
to provide academic staff with physical spaces that can support a variety of pedagogies – the
survey suggests CSU academics want to embrace, and are already embracing, a range of
pedagogies that place differing demands on what it means to provide “effective” spaces
2
1. Profile
Between Monday 29 September and Monday 13 October 2014 inclusive, 178 CSU staff members
participated in the Academic Compass survey on learning environments.
The profile of respondents is outlined in the following figures, key points include:

Figures 1.1 to 1.3 show the respondent profile as a percentage of staff who completed the
respective question. In all cases, profile questions were only completed by 150 of the total
178 staff who commenced the survey

The majority of survey participants who provided profile information were Lecturers or
Senior Lecturers (66% of sample combined). A further 15% were casual/sessional academics
or Associate Lecturers. This means that over 80% of the sample was comprised of staff with
direct teaching roles. (See Figure 1.1)

Around a quarter of staff did not record their primary Faculty (choosing either the “prefer
not to say” option or skipping the question)

Based on estimation of academic staff “head count” in the Faculties (using Office of Planning
and Audit data), we see a significant under-representation in the survey of staff from the
Faculty of Arts among those who provided profile information. The Faculty of Arts
comprised only approx 15% of the survey sample while contributing over 30% of the CSU
academic staff head count. The Faculty of Business is also somewhat under-represented
(around 11% of survey compared with over 15% of total head count). Conversely, the
Faculty of Science is over-represented (around 39% of sample compared with less than 35%
of total head count). (See Figure 1.2)

Among those who did complete the profile information, male staff are somewhat underrepresented in the survey sample compared with total CSU academic head counts (using
Office of Planning and Audit data), comprising around 39% of the sample compared with
approximately 44% of head count. (See Figure 1.3)
3
Figure 1.1 – Respondent Profile by Current Position (n=150)
Figure 1.2 – Respondent Profile by Faculty (n=150)
4
Figure 1.3 – Respondent Profile by Gender (n=150)
5
2. Academics’ Views on Physical Learning Environments
Key points:

Figure 2.1 provides a “hit list” of physical learning and teaching spaces that received multiple
mentions. The list is headed by the CD Blake theatre and rooms in Albury which was raised
by 50% of the Albury-based staff who completed the question. Similarly, rooms in the 1003
Building in Orange were raised by 33% of the 9 Orange-based staff who completed the
question

There is an interesting in comparison between the suggestions for improving the “hit list”
spaces in Figure 2.1 and the results of Figure 2.2 which represents feedback on how spaces
generally need to be improved. Some of the key themes emerging from these Figures are:
o temperature control (heating and cool). The “control” statement in Figure 2.2 most
commonly related to this point – but also does include some responses around
control of AV/IT equipment;
o flexibility and maintenance of furniture – being able to customise the layout of
space and ensuring furniture is in good, working condition;
o cleanliness and “look & feel” – basic cleaning and maintenance (eg painting) is an
oft raised issue; and
o AV/IT systems – being able to easily access these technologies (in a physical sense)
and relevant support, and enhancing particular systems such as microphones, CSU
Replay and communication technologies (eg video links)

Figures 2.3 and 2.4 then provide an overall sense the effectiveness of our physical learning
and teaching spaces – both general and workplace learning spaces. From this, we can see
that our spaces are generally seen as “a mixed bag” and perhaps tending toward most being
seen as effective within that. This finding, coupled with the preceding point, might suggest
that, rather than looking for wholesale changes and re-design of learning and teaching
spaces across our campuses, what academic staff are generally seeking in the first instance
are improvements in the very basic aspects of these spaces: climate control, cleanliness,
flexibility and systems that work

Figure 2.5 and 2.6 show the pedagogies that we need to be able to support with the design
of our physical learning spaces, future and current (with Figure 2.6 referring specifically to
classrooms). What we see here is that flexibility is the key. We need to provide academic
staff with spaces that can support a variety of pedagogies – CSU academics want to
embrace, and are already embracing, a range of pedagogies.
6
Figure 2.1 – “Hit List” of Most Commonly Cited Poor Learning and Teaching Spaces
H it L is t of Top L earning & Teac hing Spac es to be Improved
Spac e
Albury - CD Blake Theatre
and Tutorial Rooms
Number of
Mentions
10
Wagga - Wal Fife Theatre and
Rooms (esp: 101, 102, 107,
115, 116, 117 and 212)
8
Wagga - Engineering (263)
Theatres and Rooms (esp:
132)
H ow to Improve
Sound, temperature
control, more flexible
seating, modernisation of
look and feel
Natural lighting,
ventilation/temperature
control, AV equipment,
cleanliness
S y lla b us P lus
H o s t Ke y
FM Ce ntra l
Lo c a tio n Co d e
B uild ing
S y lla b us P lus R o o m
D e s c rip tio n
Ca p a c ity
200
Le a rning a nd T e a c hing
S p a c e Ca te g o ry
A-751-104
AW02075101104
C.D. Blake Lecture Theatre BVT Thurgoona Rm 104-CD Blake
A-751-110
AW02075101110
C.D. Blake Lecture Theatre Tutorial 1
25
Lecture Theatre
Flat Floor Teaching Space
A-751-111
AW02075101111
C.D. Blake Lecture Theatre Teaching 1
60
Flat Floor Teaching Space
A-751-112
AW02075101112
C.D. Blake Lecture Theatre Tutorial 2
25
Flat Floor Teaching Space
A-751-202
AW02075102202
C.D. Blake Lecture Theatre IVS Thurgooma rm 202
80
Lecture Theatre
A-751-205
AW02075102205
C.D. Blake Lecture Theatre IVS Thurgoona rm 205
50
Flat Floor Teaching Space
W-14-101
WW01001401101
Wal Fife Theatre
Wal Fife Theatre
20
Flat Floor Teaching Space
W-14-102
WW01001401102
Wal Fife Theatre
Wal Fife Theatre
20
Flat Floor Teaching Space
W-14-115
WW01001402115
Wal Fife Theatre
Wal Fife Theatre
400
W-14-116
WW01001401116
Wal Fife Theatre
Wal Fife Theatre
20
Flat Floor Teaching Space
W-14-117
WW01001401117
Wal Fife Theatre
Wal Fife Theatre
20
Flat Floor Teaching Space
W-14-209
WW01001402209
Wal Fife Theatre
Wal Fife Theatre
150
Lecture Theatre
W-14-212
WW01001402212
Wal Fife Theatre
Wal Fife Theatre
150
Lecture Theatre
W-263-113
WW01026301113
Engineering Building
Bldg 263, Room 113
50
Lecture Theatre
W-263-115
WW01026301115
Engineering Building
Bldg 263, Room 115
15
Flat Floor Teaching Space
W-263-129
WW01026301129
Engineering Building
Engineering
30
Specialist Laboratory
W-263-132
WW01026301132
Engineering Building
Bldg 263, Room 132
50
Flat Floor Teaching Space
OA-1003-102
OA01100301102
Pharmacy
Bld 1003; Room 102
55
Flat Floor Teaching Space
W-12-103
WW01001201103
Keith Swan Theatre
Swan Theatre
269
W-12-120
WW01001201120
Keith Swan Theatre
Swan Theatre
25
Flat Floor Teaching Space
W-12-121
WW01001201121
Keith Swan Theatre
Swan Theatre
30
Flat Floor Teaching Space
W-12-122
WW01001201122
Keith Swan Theatre
Swan Theatre
30
Flat Floor Teaching Space
W-12-134
WW01001201134
Keith Swan Theatre
Swan Theatre
20
Flat Floor Teaching Space
W-12-136
WW01001201136
Keith Swan Theatre
Swan Theatre
30
Studio
W-12-139
WW01001201139
Keith Swan Theatre
Swan Theatre
30
Flat Floor Teaching Space
Lecture Theatre
Natural lightining,
ventilation, cleanliness
and general maintenance
6
Orange - Building 1003,
Room 102
3
IT issues - need CSU
Replay, relibale video
links to other campuses
and projector screens
that don't cover
whiteboards
3
More whiteboards, better
lecturn positioning and
rooms too small
Wagga - Building 12 (esp:
103 and 136)
Lecture Theatre
7
Figure 2.1 Continued – “Hit List” of Most Commonly Cited Poor Learning and Teaching Spaces
H it List of Top Learning & Teaching Spaces to be Improved
Space
Wagga - Building 11 (esp:
104, 203 and 208)
Number of
Mentions
3
B athurst - Building 1411
tutorial rooms
H ow to Improve
Cleanliness, AV, general
maintenance
S y lla b us P lus FMCe ntra l
H o s t Ke y
Lo c a tio n Co d e
B uild ing
S y lla b us P lus R o o m
D e s c rip tio n
Ca p a c ity
Le a rning a nd T e a c hing
S p a c e Ca te g o ry
W-11-104
WW01001101104
Lecture Unit
Lecture Unit 1
42
Lecture Theatre
W-11-109
WW01001101109
Lecture Unit
Lecture Unit 1
61
Lecture Theatre
W-11-202
WW01001102202
Lecture Unit
Lecture Unit 1
14
Flat Floor Teaching Space
W-11-203
WW01001102203
Lecture Unit
Lecture Unit 1
79
Lecture Theatre
W-11-208
WW01001102208
Lecture Unit
Lecture Unit 1
91
Lecture Theatre
W-11-209
WW01001102209
Lecture Unit
Lecture Unit 1
14
Flat Floor Teaching Space
W-11-210
WW01001102210
Lecture Unit
Lecture Unit 1
14
Flat Floor Teaching Space
B-1411-207
BA01141102207
Mansfield
Bld C02; Room 207
20
Flat Floor Teaching Space
B-1411-209
BA01141102209
Mansfield
Bld C02; Room 209
20
Flat Floor Teaching Space
B-1411-215
BA01141102215
Mansfield
Bld C02; Room 215
20
Flat Floor Teaching Space
B-1411-216
BA01141102216
Mansfield
Bld C02; Room 216
14
Computer Laboratory
B-1411-218
BA01141102218
Mansfield
Bld C02; Room 218
40
Lecture Theatre
B-1411-240
BA01141102240
Mansfield
Bld C02; Room 240
108
Lecture Theatre
B-1411-241
BA01141102241
Mansfield
Bld C02; Room 241
40
Lecture Theatre
B-1411-242
BA01141102242
Mansfield
Bld C02; Room 242
40
Lecture Theatre
B-1411-303
BA01141103303
Mansfield
Bld C02; Room 303
40
Flat Floor Teaching Space
B-1411-311
BA01141103311
Mansfield
Bld C02; Room 311
20
Flat Floor Teaching Space
B-1411-312
BA01141103312
Mansfield
Bld C02; Room 312
20
Flat Floor Teaching Space
B-1411-315
BA01141103315
Mansfield
Bld C02; Room 315
32
Flat Floor Teaching Space
B-1411-316
BA01141103316
Mansfield
Bld C02; Room 316
20
Flat Floor Teaching Space
B-1411-317
BA01141103317
Mansfield
Bld C02; Room 317
20
Flat Floor Teaching Space
B-1411-347
BA01141103347
Mansfield
Bld C02; Room 347
196
B-1411-403
BA01141104403
Mansfield
Bld C02; Room 403
40
Flat Floor Teaching Space
B-1411-411
BA01141104411
Mansfield
Bld C02; Room 411
20
Flat Floor Teaching Space
B-1411-412
BA01141104412
Mansfield
Bld C02; Room 412
20
Flat Floor Teaching Space
B-1411-415
BA01141104415
Mansfield
Bld C02; Room 415
30
Flat Floor Teaching Space
B-1411-416
BA01141104416
Mansfield
Bld C02; Room 416
20
Flat Floor Teaching Space
B-1411-417
BA01141104417
Mansfield
Bld C02; Room 417
20
Flat Floor Teaching Space
Noise, projector screens
cover whiteboards,
unreliable IT/AV systems
3
Lecture Theatre
8
Figure 2.1 Continued – “Hit List” of Most Commonly Cited Poor Learning and Teaching Spaces
Hit List of Top Learning & Teaching Spaces to be Improved
Space
Wagga - Building 13 (esp:
284)
Number of
Mentions
2
Goulburn - demountables
2
Fix air-conditioning and
broken furniture
2
Clealiness and and
general
maintenance/modernise
look and feel
Bathurst - Building 1294,
Room 102
Bathurst - Building 1292
(esp: 205)
How to Improve
Not designed for
lecturing, general
maintenance and
cleanliness
2
Temperature control and
whiteboards hidden by
projector screens
Sy lla b us Plus FMCe ntra l
H o s t Ke y
Lo c a tio n Co d e
Build ing
Sy lla b us Plus R o o m
D e s c rip tio n
Ca p a c ity
Le a rning a nd T e a c hing
Sp a c e Ca te g o ry
W-13-210
WW01001302210
William Merrylees Library William Merrylees Library
25
Flat Floor Teaching Space
W-13-278
WW01001302278
William Merrylees Library Bldg 13, Room 278
30
Flat Floor Teaching Space
W-13-281
WW01001302281
William Merrylees Library Bldg 13, Room 281
30
Flat Floor Teaching Space
W-13-284
WW01001302284
William Merrylees Library Bldg 13, Room 284
30
Flat Floor Teaching Space
W-13-285
WW01001302289
William Merrylees Library William Merrylees Library
30
Flat Floor Teaching Space
W-13-286
WW01001302288
William Merrylees Library Bldg 13, Room 286
30
Flat Floor Teaching Space
W-13-287
WW01001302287
William Merrylees Library William Merrylees Library
30
Specialist Laboratory
W-13-288
WW01001302286
William Merrylees Library William Merrylees Library
30
To Be Assessed
W-13-289
WW01001302285
William Merrylees Library William Merrylees Library
30
Specialist Laboratory
B-1294-102
BA01129402102
Dobbin Building
Bld S01; Room 102
70
Flat Floor Teaching Space
B-1292-201
BA01129202201
Teaching Facility
Bld S15; Room 201
36
Specialist Laboratory
B-1292-204
BA01129202204
Teaching Facility
Bld S15; Room 204
36
Specialist Laboratory
B-1292-205
BA01129203205
Teaching Facility
Bld S15; Room 205
136
Lecture Theatre
B-1292-223
BA01129202223
Teaching Facility
Bld S15; Room 223
386
Lecture Theatre
9
Figure 2.2 – Most Important Immediate Improvements in Learning and Teaching Spaces
Figure 2.3 – Overall Perceptions of the Effectiveness of Physical Learning and Teaching Spaces
10
Figure 2.4 – Overall Perceptions of the Effectiveness of Workplace Learning and Teaching Spaces
Figure 2.5 – Most Important Pedagogies to Consider in Designing Future Physical Spaces
11
Figure 2.6 – Uses of Classrooms in Teaching
12