Optimal classroom experience

Henk W. Brink Ph.D student / senior lecturer Facility Management

Ph.D research project of TU/e and Hanze UAS

Henk W. Brink Ph.D student / senior lecturer Facility Management

Ph.D research project of TU/e and Hanze UAS

Involved parties / persons

• Prof. dr. Helianthe Kort, supervisor (TU/e, HU)

• Dr. Mark Mobach, first supervisor (HG, HH)

• Dr. Marcel Loomans, second supervisor (TU/e)

• Henk W. Brink MSc, Ph.D student (TU/e, HG)

Curriculum Vitae Henk W. Brink

Henk W. Brink, MSc, Ph.D student (TU/e, HG) • Bachelor Facility Management (HG)

• European Master of Facility Management (University of Greenwich) Work experience

• Senior Lecturer Facility Management / Researcher Facility Management, Knowledge Centre Northern Area Development

• Facility Manager Project Manager Shared Service Centre Police Department Northern Netherlands for facility services / Forerunner of the National Police Force

• Commercial Office Employee and Project Manager, Ahrend Inrichten

• Employee Food and Beverage department, The Lodge at Vail, Orient-Express Hotels, Colorado USA

Ph.D research project

Focus on:

• Indoor environmental conditions (Frontczak & Wargocki, 2011): • indoor air quality (IAQ)

• thermal comfort • acoustic comfort • visual comfort

• Classrooms higher education

Interesting facts:

• Research over the last decade at schools shows that classroom conditions are far from optimal and in some cases even unhealthy and affect the performance of teachers and students negatively (Wargocki & Wyon, 2017; De Gids, 2007; Shaughnessy et al., 2006; Tiesler & Oberdörster, 2006; EPA, n.d.).

• The Dutch Community Health Services of Groningen (GGD, 2009) has recently

investigated the quality of the IAQ at schools. This research shows that levels of carbon dioxide concentrations were classified as unacceptable in 97% of the

classrooms of secondary schools and in 86% of the classrooms of primary schools • No indication that the situation is different in higher education

Definition of a school climate (Wang &

Degol, 2016)

An introduction:

• Environmental adequacy indicates the physical characteristics of the facility, such as temperature, lighting, sound, and maintenance.

• An optimal learning environment requires appropriate heating and air conditioning, ample forms of lighting, necessary acoustical control, and upkeep of maintenance • The quality of physical features affects teaching effectiveness and instructional

practices which in turn affect student achievement.

Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352.

Influence of the indoor environment on

educational outcome

Assessment of quality

Following the Donabedian (1988) approach

Donabedian, A. (1988). The quality of care: how can it be assessed?. Archives of pathology & laboratory medicine, 121(11), 1145. Retrieved from https://pdfs.semanticscholar.org/27c2/0b4fc86a37ddd07a4e6dc49a3569ac0937d3.pdf

Quality criteria in education, three categories

Laevers (1994)

Laevers, F. (1994). The innovative project Experiential Education and the definition of quality in education. Defining and assessing quality in early childhood education, 159-172. Retrieved from https://books.google.nl/books?hl=nl&lr=&id=97yZEEc2uBIC&oi=fnd&pg=PA159&dq=%22definition%22+AND+%22educational+environment%22&ots=xHfseEjUIv&sig=ij8lOMxuzy9tQJxFwzmf87gR05w

OCE Conceptual framework

OCE main research question

To what extend supports the Dutch standards related to indoor environmental conditions for classrooms the alertness and vitality of teachers and students in higher education, the quality of the lessons and knowledge transfer (dissemination, absorption), and education outcome (knowledge, skills)? And can education outcome be positively influenced when state of the art innovations are applied to improve the indoor environment in

Research questions (1)

•

research)

•

specifications will individually be improved to quality class A specifications? (quantitative, experimental and control groups)

•

Research questions (2)

•

meets quality class A specifications will individually be improved to a state of the art classroom (quality class A+)? (quantitative, experimental and control groups)

•

process and how can the outcome be improved and translated into a practice-based specification and measurement tool for higher education? (desk research, practice-based tests, interviews)

An introduction:

• Thermal conditions are important, they influence the performance or attendance of students and may even cause health risks (Mendell & Heat, 2005)

• The presence of daylight improves student performance (Heschong et al., 2002) • Eye symptoms and tiredness were more common at lower lightning levels in

schools (Sahlberg et al., 2002)

• Treasure (2007) has argued that poor acoustics may have negative effects on teacher-student interactions: students can potentially miss 50% of teachers’ communication

Influence of the indoor environment on

educational outcome