Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

This book summarises the deep level of research carried out since 2008 within the emerging, evidence-based, translational design (EBD) approach to learning environments research. This programme has been carried out by the Learning Environments Applied Research Network of the University of Melbourne, its partners and colleagues. The chapters are based on ten, 3–4 year full-time doctoral research dissertations with each chapter outlining the key findings from these studies. The book links the chapters through the lens of evidence-based design which originates from the health planning sector. The rigour of that sector is based on the well-accepted methodology of translational research used in clinical medicine for many years. In adapting that practice, translational medicine is akin to translational development. When applied to other sectors and disciplines this becomes EBD health planning, translational engineering or, in the case of evidence-based architecture, translational design. Thus educational planning becomes the translational design of learning environments. These doctoral dissertations are examples of this approach. The chapters are organised into a narrative that examines evidence-based design through three key themes. The first explores key issues in learning environments, with three chapters covering spatial literacy in pedagogical practice; engaging students in learning spaces; and re-placing classrooms through flexibility. The second theme focusses on the socio-cultural implications of learning environments exploring student identity formation; aligning learning environment affordances for effective professional development in an innovative senior secondary school; and occupying curriculum as space in the arts. The third theme investigates the design implications for learning environments with four chapters covering corridors, nooks and crannies: making space for learning; the role of the primary school library in learning; plans and pedagogies: school design as socio-spatial assemblage; and evaluating the spatial changes in a technology enabled primary years setting.

This book summarises the deep level of research carried out since 2008 within the emerging, evidence-based, translational design (EBD) approach to learning environments research. This programme has been carried out by the Learning Environments Applied Research Network of the University of Melbourne, its partners and colleagues. The chapters are based on ten, 3—4 year full-time doctoral research dissertations with each chapter outlining the key findings from these studies. The book links the chapters through the lens of evidence-based design which originates from the health planning sector. The rigour of that sector is based on the well-accepted methodology of translational research used in clinical medicine for many years. In adapting that practice, translational medicine is akin to translational development. When applied to other sectors and disciplines this becomes EBD health planning, translational engineering or, in the case of evidence-based architecture, translational design. Thus educational planning becomes the translational design of learning environments. These doctoral dissertations are examples of this approach. The chapters are organised into a narrative that examines evidence-based design through three key themes. The first explores key issues in learning environments, with three chapters covering spatial literacy in pedagogical practice; engaging students in learning spaces; and re-placing classrooms through flexibility. The second theme focusses on the socio-cultural implications of learning environments exploring student identity formation; aligning learning environment affordances for effective professional development in an innovative senior secondary school; and occupying curriculum as space in the arts. The third theme investigates the design implications for learning environments with three chapters covering the role of the primary school library in learning; plans and pedagogies: school design as socio-spatial assemblage; and evaluating the spatial changes in a technology enabled primary years setting.

Esra Akcan describes the introduction of modern architecture into Turkey after the Kemalist political elite took power in 1923 and invited German architects to redesign the new capital of Ankara.

How important is academic discourse that promotes new understandings and allows us to question what we know? In the current age of instant-messaging and Twitter®, does academic conversation have a place? Frankly, we think that academic discourse is more important now than ever. Our civil society functions best when students, instructors, neighbors, and communities come together to question the information before us, so that decisions and directions are viable, helpful, and ethical. Academic conversations help us sort through the important and not-so-important themes of our lives and how we are to live. Academic conversations show us other ways of viewing, and they grow our own repertoire of ideas. Academic conversations teach us wonder, tolerance, humility, and the important fact that the world is bigger than our backyard. Understanding the art and pragmatism of academic conversations requires a building of trust, a willingness to share, and a mind for critical thinking. Guidance for holding conversations with meaning and doing philosophy with learners is modeled, as well as how implementing classroom and collegial discourse benefits our society.

Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

This open access book explores how educational researchers working at the edges of innovations in languages and literacies, leadership, assessment, social and cultural transformation, and pedagogies rethink the educational turn in new sites. It engages with the Scholarship of Teaching and Learning (SoTL) for educational researchers to redefine ways of knowing about learning post-COVID and deepen collective understanding of student learning and teaching for next practices to emerge. This book extends the theoretical and practical aspects of the educational turn across multiple contexts as SoTL. It is grounded in a field of practice and ways of knowing, outlining key intellectual principals, and set against specific examples from research. The chapters reference an understanding of the pedagogical implications of the ‘educational turn’, utilise a broad range of theory and concepts, and explore potential implications for education and next practices.

This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners’ needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students’ lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.

A critical examination of translational medicine, when private risk is transferred to the public sector and university research teams become tech startups for global investors. A global shift has secretly transformed science and medicine. Starting in 2003, biomedical research in the West has been reshaped by the emergence of translational science and medicine—the idea that the aim of research is to translate findings as quickly as possible into medical products. In The Market in Mind, Mark Dennis Robinson charts this shift, arguing that the new research paradigm has turned university research teams into small biotechnology startups and their industry partners into early-stage investment firms. There is also a larger, surprising consequence from this shift: according to Robinson, translational science and medicine enable biopharmaceutical firms, as part of a broader financial strategy, to outsource the riskiest parts of research to nonprofit universities. Robinson examines the implications of this new configuration. What happens, for example, when universities absorb unknown levels of risk? Robinson argues that in the years since the global financial crisis translational science and medicine has brought about “the financialization of health.” Robinson explores such topics as shareholder anxiety and industry retreat from Alzheimer's and depression research; how laboratory research is understood as health innovation even when there is no product; the emergence of investor networking events as crucial for viewing science in a market context; and the place of patients in research decisions. Although translational medicine justifies itself by the goal of relieving patients' suffering, Robinson finds patients' voices largely marginalized in translational neuroscience.

Much research has focused on the basic cellular and molecular biological aspects of stem cells. Much of this research has been fueled by their potential for use in regenerative medicine applications, which has in turn spurred growing numbers of translational and clinical studies. However, more work is needed if the potential is to be realized for improvement of the lives and well-being of patients with numerous diseases and conditions. This book series 'Cell Biology and Translational Medicine (CBTMED)' as part of SpringerNature’s longstanding and very successful Advances in Experimental Medicine and Biology book series, has the goal to accelerate advances by timely information exchange. Emerging areas of regenerative medicine and translational aspects of stem cells are covered in each volume. Outstanding researchers are recruited to highlight developments and remaining challenges in both the basic research and clinical arenas. This current book is the third volume of a continuing series.