Learning Space Rating System


The Learning Space Rating System (LSRS) project provides a set of measurable criteria to assess how well the design of classrooms support and enable active learning. Noting the success of several architectural programs to promote sustainable building design, the LSRS provides a scoring system to serve as an indicator of how well a classroom's design serves the goal of active learning. The LSRS credits form the basis for a rating system that will allow institutions to benchmark their environments against best practices within the higher education community.

The LSRS measures formal learning spaces, defined as classrooms typically scheduled centrally and designed to accommodate all course participants for synchronous meetings. The information in the About section contains more detailed background and information on the LSRS project. In the Resources section, you will find articles, websites, and other resources relevant to the project. We highly recommend an article in the Journal of Learning Spaces for a conceptual introduction to the LSRS project.

Access the LSRS Version 2

Download LSRS version 2 of the rating system and the scoresheet. The ELI invites community members to participate in the community input process. We will use the input to revise the current version in a process of continuous improvement. We invite you to share your comments through the community input form.

Access the French and Japanese Translations of LSRS Version 2

John Augeri, of Paris Ile-de-France Digital University, prepared the French translation of version 2 of the LSRS credits and scoresheet. Yu Urata, of Osaka University, and John Augeri, on the behalf of Kyoto University, prepared the Japanese translation. The ELI and the LSRS team would like to thank them for their valuable contributions.

All LSRS materials are covered by the Creative Commons Attribution 4.0 license (CC BY 4.0).

LSRS Team Members:
  • Barbara Brandt, Emory University
  • Malcolm Brown, EDUCAUSE Learning Initiative
  • Shirley Dugdale, Dugdale Strategy, LLC
  • Adam Finkelstein, McGill University
  • Richard Holeton, Stanford University
  • Julie Johnston, Indiana University
  • Crystal Ramsay, Penn State University
  • Robert Smith, Stanford University
Thanks to previous team members:
  • Robert Beichner, North Carolina State University
  • Joseph Cevetello, City of Santa Monica
  • Elliot Felix, Brightspot Strategy, LLC
  • Linda Jorn, University of Wisconsin
  • Phil Long, Georgetown University
  • Andrew Milne, Tidebreak