‘Spaces Matter’ — from insidehighered.com by Colleen Flaherty
Limited access to active learning spaces may disproportionately hurt historically excluded groups, and institutions should build more of these spaces in the name of equity, according to a new study. Where does higher ed stand on next-generation learning spaces?

An interactive lecture hall at Rutgers University at New Brunswick, surrounded by active learning spaces across the U.S.

Excerpt (emphasis DSC):

A new study is therefore concerning—it found that limited access to active learning classrooms forced students to self-sort based on their social networks or their attitudes toward learning. The authors warn that limited access to active learning spaces may create a marginalizing force that pushes women, in particular, out of the sciences.

The solution? Invest in active learning spaces.

From DSC:
The groups I worked in over the last 15 years created several active learning spaces, but the number of rooms was definitely limited due to the expenses involved. Students liked these spaces and the feedback from faculty members was positive as well. Some students often staked their claims in these rooms so that they could study together (this was especially true for those majoring in Engineering).