Background
The Queen’s University Teaching and Learning Space Framework (the Framework) is designed to shape the future design and renovations of centrally bookable teaching and learning environments. It also identifies methods for aligning class enrollment size and pedagogical approach with the most suitable learning space.
The Teaching and Learning Framework is the first of two outcomes from the Teaching and Learning Space Visioning and Utilization study. The Framework uses the university’s strategic plan as a foundational element. The plan’s strategic goals feed into, and are enabled by, the Framework and its objectives. The objectives were developed and validated through an engagement process and analysis of the existing facility utilization, spatial qualities and growth. The Framework’s drivers and enabling measures inform the second document which is a phased Functional Plan that sets out priorities for the next 15 years.
Framework Objectives
As a roadmap for future spaces, the Framework aligns with the university’s strategic priorities focusing on research impact, student learning, research and teaching integration, global engagement, a contributing member of the community and organizational culture.
Engagement Process
The Teaching and Learning Spaces Framework was developed through a collaborative process between BDP Quadrangle and Queen’s University. This section outlines the engagement activities completed to date and presents recommendations for continued engagement as teaching and learning spaces advance into the design and construction phases.
Engagement Sessions
The development of the framework involved a comprehensive review of current design strategies in post-secondary educational facilities, alongside active engagement with faculty, staff, and students. This engagement aimed to assess existing learning environments and identify opportunities to enhance learning outcomes and experiences for all stakeholders. Surveys and virtual focus group meetings were conducted from November 2024 to January 2025. The groups engaged included:
- Faculty and Staff
- Students
- Support of Learning Spaces
- Community (Outside of Queen’s University)
- Accessible Learning Sessions
Steering Committee
|
Barbara Kern |
Associate University Librarian |
|
Brian Surgenor |
Professor & Director (Mechatronics & Robotics Engineering Program), Smith Engineering |
|
Cathy Keates |
Assistant Dean Student Affairs |
|
Chris Deluca |
Associate Dean, School of Graduate Studies & Postdoctoral Affairs |
|
David Bath |
Alma Mater Society |
|
Dreyden George |
Commissioner of External Affairs, Alma Mater Society (AMS) |
|
Erin Webster |
Adjunct Lecturer & Distinguished Teaching Fellow of Accounting, Smith School of Business |
|
Gavan Watson |
Vice Provost, Teaching and Learning |
|
Karalyn McRae |
Educational Developer, Graduate Students and Post-Doctoral Fellows, CTL |
|
Karla McGrath |
Assistant Dean, JD Program Queen’s Law |
|
Kevin Banks |
Associate Dean, Faculty, Faculty of Law |
|
Marianna Kontopoulou |
Associate Dean (Academic) Smith Engineering |
|
Obie Udemezue |
Manager, Data Analysis and Reporting, ITS |
|
Paul J Pearsall |
Associate University Registrar (Student Information Systems) |
|
Richard Van-Wylick |
Vice-Dean, Health Sciences Education, Queen’s Health Sciences |
|
Society of Graduate and Professional Students (SGPS) |
|
|
Tiina Kukkonen |
Assistant Professor of Visual Arts Education, Faculty of Education |
|
Tony Gkotsis |
Director, Campus Planning and Real Estate |
|
William Nelson |
Associate Dean, Teaching and Learning, Faculty of Arts and Science |
Key Highlights
The Framework identifies a set of guiding priorities and planning principles that shape how teaching and learning spaces will be designed, renewed, and allocated across Queen’s University. The following key highlights capture the most important features of the Framework and its contribution to inclusive, sustainable, and forward-looking learning environments.
-
Aligns with Queen’s Strategic Goals and the United Nations Sustainable Development Goals (UN SDGs).
-
Promotes inclusive, accessible, and flexible learning environments that support diverse learners and teaching approaches.
-
Encourages collaboration and consultation among students, faculty, and staff in the planning and design of learning spaces.
-
Provides design guidance for a range of learning space types - from large lecture halls and small classrooms to informal, collaborative, and technology-enabled environments.
-
Establishes an ideal mix of learning space types based on current and projected teaching needs.
-
Builds on national and provincial accessibility standards including the Accessibility for Ontarians with Disabilities Act (AODA), Council of Ontario Universities (COU) Clear Print Guidelines, and WCAG 2.1 Level AA criteria.
For a comprehensive overview of the guiding principles, planning approach, and implementation considerations that shape this vision, consult the full Teaching and Learning Framework document below.
View the full Teaching and Learning Framework (PDF, 92 pages, 11 MB)
Published October 2025