Brooks, D. C. and Solheim, C. A. (2014). Pedagogy matters, too: the impact of adapting teaching approaches to formal learning environments on student learning. New Directions for Teaching and Learning, 137, 53-61.
Brooks, D.C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2010.01098.x
Cotner, S., Loper, J., Walker, J. D., and Brooks, D. C. (2013). “It’s not you, it’s the room” – are the high-tech, active learning classrooms worth it? Journal of College Science Teaching, 42(6), 82-88.
Matching Instructors and Spaces of Learning: The impact of space on behavioral, affective, and cognitive learning. (2015). Journal of Learning Spaces 4 (1), 1-16.
Olsen, T., & Guffey, S. (2016). Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning. Journal of Learning Spaces, 5(1), 41-51.
Painter, S., Fournier, J., Grape, C., Grummon, P., Morelli, J., Whitmer, S, & Cevetello, J. (2013). Research on Learning Space Design: Present State, Future Directions. Society for College and University Planning.
Stoltzfus, J.R., & Libarkin, J. (2016). Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces. CBE Life Sci. Educ., 15, 4. doi: 10.1187/cbe.16-03-0126
Walker, J.D., Brooks, C.D., & Baepler, P. (2011). Pedagogy and Space: Empirical Research on New Learning Environments. EDUCAUSE Quarterly, 34(4).
Whitesides, A., Brooks, C. D., & Walker, J. (2010). Making the Case for Space: Three Years of Empirical Research on Learning Environments. EDUCAUSE Review.