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Peter Scupelli

Carnegie Mellon University, School of Design, Faculty Member

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Peter Scupelli is Associate Professor of Design, Director of the Learning Environments Lab, and Founder of the Dexign Futures Lab in the School of Design at Carnegie Mellon University. Peter is Visiting Professor in Design at the Politecnico di Milano. Peter’s current research focus is on learning environments. He teaches both undergraduate and graduate-level courses. Peter’s training and career path link architecture, interaction design, and human-computer interaction research.

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Papers by Peter Scupelli

Teaching to transfer causal layered analysis from futures thinking to design thinking

IASDR 2023: Life-Changing Design

We live in exponentially changing worlds. Design educators are challenged to teach new design met... more We live in exponentially changing worlds. Design educators are challenged to teach new design methods to productively engage with society's ongoing problems such as the Sustainable Development Goals, the unfolding climate disaster, zero-carbon lifestyles, circular economies, nuclear disarmament, etc. Such societal-level problems require both short-term design action and strategic long-term vision goal alignments. How might design educators teach new design methods effectively and efficiently within already packed design education curriculums? In this paper, I describe a required design futures course that teaches an experimental form of design, called Dexign Futures, it merges design thinking with futures thinking. One often unstated goal of teaching new design methods is to enable students to transfer such knowledge to other design courses, and, ultimately, to their professional practice. The futures thinking method, Causal Layered Analysis (CLA) is the focus of this paper. Prior research on Dexign Futures, made clear that with a "Personal Futures CLA'' assignment, only 19.8% of design students could articulate how the Futures Thinking method CLA related to future design methods and practice. In this paper, I describe a new way to teach CLA called "Studio Project CLA"; it more than tripled the number of undergraduate design students (62%) who described applications of CLA to their design practice. I posit that transfer of knowledge mechanisms likely explain observed performance gains. I hypothesize key insights relevant for design educators to create design exercises for undergraduate design students that likely facilitate knowledge transfer from futures thinking methods into design practice.

Teaching Designers to Anticipate Future Challenges with Causal Layered Analysis

[ ] With Design: Reinventing Design Modes, 2022

Opening a Design Education Pipeline from University to K-12 and Back

Hint Availability Slows Completion Times in Summer Work

On-demand help in intelligent learning environments is typically linked to better learning, but m... more On-demand help in intelligent learning environments is typically linked to better learning, but may lead to longer completion times. This present work provides an analysis of how students interacted with a summer learning assignment when on-demand help was available, compared to when it was not. When hints were available from the start, students were more likely to delay work, compared to students for whom step-wise hints were only available after the third problem. When hints were always available, participants took significantly more time to complete a mastery learning assignment. We interpret this difference in time to complete the assignment as an opportunity to re-engage in productive math learning.

An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale

Interaction Design and Architecture(s), 2017

Design Studio Desk and Shared Place Attachments: A Study on Ownership, Personalization, and Agency

Dexign Futures: A Pedagogy for Long - Horizon Design Scenarios

DRS2016: Future-Focused Thinking, 2016

The transition towards societal level sustainability requires thinking and acting anew. Tradition... more The transition towards societal level sustainability requires thinking and acting anew. Traditional design pedagogy poorly equips designers to integrate longrange strategic thinking with current human-centered design methods. In this paper, we describe a three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term dexign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. Students learn to engage strategic long time horizon scenarios from a generative design perspective. DFS, online modules, teaches students to critique and deconstruct existing futures scenarios. iDTF situates students to explore futures based themes and apply design methods and research techniques. DTF takes students into a semester-long project designing for 2050. In this paper, we describe lessons learned that lead to a pedagogy for supporting novices as they develop skills and methods for long time horizon futures design.

Towards a Community-Centric Pattern Repository

Proceedings of the 22nd European Conference on Pattern Languages of Programs, 2017

In 2014, we began prototyping of an online, publicly available repository for pedagogical design ... more In 2014, we began prototyping of an online, publicly available repository for pedagogical design patterns. We developed it mainly to facilitate locating pedagogical design patterns, but it has since evolved to address other challenges. This report presents ideas discussed during the focus group such as the goals of the repository, the technical and practical issues we faced in the development of the repository, and the current solutions we have applied to address these issues. Participants learned about the repository, discussed pattern repository issues, and brainstormed solutions to such issues. Some notable repository issues discussed include the organization and navigation of patterns in the repository, management of pattern format variations, and community support for the repository's continued development.

Semantic Features of Math Problems: Relationships to Student Learning and Engagement

The creation of crowd-sourced content in learning systems is a powerful method for adapting learn... more The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations.

Feedback Design Patterns for Math Online Learning Systems

Proceedings of the 22nd European Conference on Pattern Languages of Programs, 2017

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evalu... more Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback design patterns as part of a larger pattern language for math problems and learning support in online learning systems. In this paper, we present three feedback design patterns developed from the application of the data-driven design pattern methodology on a large educational dataset collected from actual student data in a math online learning system. These design patterns can help teachers, learning designers, and other stakeholders construct effective feedback for interactive learning activities that facilitate student learning.

Teaching to Dexign Futures in China : A Vision for a Blended Learning Pedagogy to be Deployed at Scale

Many design educators are concerned with urgent problems such as sustainable development [1] and ... more Many design educators are concerned with urgent problems such as sustainable development [1] and climate change [2]. The Intergovernmental Panel on Climate Change (IPCC) 2018 report clearly states that rapid decarbonisation is needed by year 2030 to avoid climate change catastrophe. Such planetary level problems impact people’s everyday existence within the biosphere, and require shortterm design action alignment with long-term vision goals. However, many design educators teach to design for increasingly shorter time horizons within consumerist worldviews (e.g., rapid-prototyping, agile, human-centered design). In this paper, we describe a course that teaches design students how to align short-term design to long-term timescales. We leverage Future Studies researchers’ work on how to teach students greater agency within long-term timescale horizons [3]. We describe an effective and efficient blended learning design pedagogy (e.g., combining online and face-to-face learning activitie...

Using Design Patterns for Math Preservice Teacher Education

Proceedings of the 23rd European Conference on Pattern Languages of Programs, 2018

Experienced teachers effectively address student misconceptions and learning difficulties by empl... more Experienced teachers effectively address student misconceptions and learning difficulties by employing high-quality pedagogical strategies that they have developed through experience. It is difficult to discover effective strategies because it takes a lot of trial and error before a teacher can conclude that a particular approach improves student learning. Researchers have used educational design patterns to encapsulate high-quality strategies that facilitate the transfer of pedagogical knowledge. In this work, we investigated the feasibility of utilizing three educational design patterns as a teaching tool for math preservice teacher education: Feedback Sandwich, Pitfall Diagnosis and Prevention, and Worked Examples. Specifically, we used design patterns to investigate how preservice teachers provided feedback to students who gave common wrong answers to a given math problem and compared their feedback before and after they were introduced to educational design patterns. Results in...

Adapting design patterns across learning environments

Proceedings of the VikingPLoP 2017 Conference on Pattern Languages of Program, 2017

Pedagogical design patterns offer high-quality solutions to known educational problems. Design pa... more Pedagogical design patterns offer high-quality solutions to known educational problems. Design patterns are meant to guide teachers' pedagogical decisions to improve student learning in varied learning contexts such as intelligent tutoring systems, traditional classrooms, online learning systems, and so forth. In theory, design patterns are written so that they are applicable to multiple learning contexts, but, in practice, we wonder if pedagogical design patterns intended specifically for one learning environment can be used in other learning environments. We explore this theoretical question for practical reasons. Over the past three years, we applied existing pedagogical design patterns and wrote new pedagogical patterns to enhance student feedback for math problems in an intelligent tutoring system (ITS) called ASSISTments. It was more difficult than expected for two reasons: there are few pedagogical design patterns specifically for ITSs and contextual features for design p...

Teaching to Find Design Opportunities for Behavior Change Through Causal Layered Analysis

Change is exponential. Products and services are developed faster, hold a shorter shelf-life disr... more Change is exponential. Products and services are developed faster, hold a shorter shelf-life disrupted by new offerings, and exist within global challenges such as climate change and sustainability. We live in the Anthropocene Era with human-induced Climate Change and the sixth mass extinction. Design challenges for product/service creation are shifting from a paradigm of customer-centric focus linear system to a new paradigm that includes a broader planetary context with a circular economy. The Human-Centered Design Thinking process popularized by IDEO/Stanford d.school identifies human-centered design opportunities for products and services through five steps: empathize, define, ideate, prototype, and test. Unfortunately, a mere customer-centric view of product or service is insufficient for planetary-scale challenges requiring a broader focus that includes all life forms and the planet’s health. Thus, moving forward, design for the 21st century requires broader perspectives; desi...

An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale

Attentional Competition in Genuine Classrooms: Analysis of the Classroom Visual Environment

Track 5.g Introduction: Design with Foresight: Strategic Anticipation in Design Research

Conference Proceedings of the Academy for Design Innovation Management, 2019

Global changes in the 21st century appear intractable as social, technological and environmental ... more Global changes in the 21st century appear intractable as social, technological and environmental trends force the contemporary organization to address these uncertainties in vision and strategic direction. Enterprises across nearly all sectors of the globalized economy must adapt competitive strategies to anticipate specific political, resource, and market uncertainties that could impact expected growth and broader social benefits. Yet the inclusion of strategic foresight within system, product and service design projects has yet to reach its potential in business enterprises. Given the uncertainties these often-cited global trends impose, why are decision makers not relying on strategic foresight to inform design decisions and strategic product service development? The most popular business design processes continue to be decidedly short-term reasoning practices: Agile, Lean, and Design Thinking are at least three problematic methodologies that might repel or constrain the uptake ...

Contextual factors affecting hint utility

International Journal of STEM Education, 2018

The persistent effectiveness of online feedback and controls for sustainability in the workplace

Energy Efficiency, 2017

Office workers tend to waste energy at work due to little motivation for saving energy. This stud... more Office workers tend to waste energy at work due to little motivation for saving energy. This study investigates the effectiveness of online feedback (e.g., self-monitoring, advice, comparison) and control strategies (e.g., online remote control, scheduled control) that can promote voluntary energy conservation in the workplace. Eighty office workers were divided into four groups, and feedback and control interventions were field-tested for 9 months. Baseline data was collected for 14 weeks; different interventions were given to the four groups for 13 weeks and then removed from the groups for 11 weeks. During and after the interventions occurred, the groups that had online controls achieved more energy savings than the groups that had no online controls. While there were no statistical energy savings with computer usage before and after the intervention, the monitor, light, and phone devices showed significant savings as a result. Surveys and interviews were also conducted after the experiment to learn the participants’ behavior and intentions. The findings discussed are based on their responses.

Creative Workplace Alchemies: Individual Workspaces and Collaboration Hotspots

Human–Computer Interaction Series, 2016

Much like creative knowledge work environments, studio-based design education environments are ch... more Much like creative knowledge work environments, studio-based design education environments are changing rapidly to include: multidisciplinary teams, information technology, geographically distributed teams, and flexible workspaces. Factors such as, architectural space design, furniture choices, technical infrastructure features, acoustics, socio-cultural norms, and privacy and visibility of wall-sized displays support or hinder workers in creative environments. In this chapter, I describe a case study of a graduate design studio at the School of Design at Carnegie Mellon University. The studio has four connected spaces: individual workspaces, collaborative spaces, a kitchen and social cafe area, and a distance-learning classroom. In earlier work, researchers evaluated student satisfaction through fieldwork, pre-post occupancy surveys, and interviews. In this chapter, I analyze a design studio environment through time-lapse photography, Space Syntax analysis, and semi-structured interviews. This research identifies locations where people and teams work and the factors that support collaboration, such as space configuration, wall-sized display affordances, furniture configurations, and support infrastructures. Teams worked more often in locations that were less visible from other locations, provided greater laptop screen and display privacy, had whiteboards, and electrical outlets. Students did individual work throughout the studio-suite regardless of the function assigned to the spaces.

Teaching to transfer causal layered analysis from futures thinking to design thinking

IASDR 2023: Life-Changing Design

We live in exponentially changing worlds. Design educators are challenged to teach new design met... more We live in exponentially changing worlds. Design educators are challenged to teach new design methods to productively engage with society's ongoing problems such as the Sustainable Development Goals, the unfolding climate disaster, zero-carbon lifestyles, circular economies, nuclear disarmament, etc. Such societal-level problems require both short-term design action and strategic long-term vision goal alignments. How might design educators teach new design methods effectively and efficiently within already packed design education curriculums? In this paper, I describe a required design futures course that teaches an experimental form of design, called Dexign Futures, it merges design thinking with futures thinking. One often unstated goal of teaching new design methods is to enable students to transfer such knowledge to other design courses, and, ultimately, to their professional practice. The futures thinking method, Causal Layered Analysis (CLA) is the focus of this paper. Prior research on Dexign Futures, made clear that with a "Personal Futures CLA'' assignment, only 19.8% of design students could articulate how the Futures Thinking method CLA related to future design methods and practice. In this paper, I describe a new way to teach CLA called "Studio Project CLA"; it more than tripled the number of undergraduate design students (62%) who described applications of CLA to their design practice. I posit that transfer of knowledge mechanisms likely explain observed performance gains. I hypothesize key insights relevant for design educators to create design exercises for undergraduate design students that likely facilitate knowledge transfer from futures thinking methods into design practice.

Teaching Designers to Anticipate Future Challenges with Causal Layered Analysis

[ ] With Design: Reinventing Design Modes, 2022

Opening a Design Education Pipeline from University to K-12 and Back

Hint Availability Slows Completion Times in Summer Work

On-demand help in intelligent learning environments is typically linked to better learning, but m... more On-demand help in intelligent learning environments is typically linked to better learning, but may lead to longer completion times. This present work provides an analysis of how students interacted with a summer learning assignment when on-demand help was available, compared to when it was not. When hints were available from the start, students were more likely to delay work, compared to students for whom step-wise hints were only available after the third problem. When hints were always available, participants took significantly more time to complete a mastery learning assignment. We interpret this difference in time to complete the assignment as an opportunity to re-engage in productive math learning.

An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale

Interaction Design and Architecture(s), 2017

Design Studio Desk and Shared Place Attachments: A Study on Ownership, Personalization, and Agency

Dexign Futures: A Pedagogy for Long - Horizon Design Scenarios

DRS2016: Future-Focused Thinking, 2016

The transition towards societal level sustainability requires thinking and acting anew. Tradition... more The transition towards societal level sustainability requires thinking and acting anew. Traditional design pedagogy poorly equips designers to integrate longrange strategic thinking with current human-centered design methods. In this paper, we describe a three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term dexign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. Students learn to engage strategic long time horizon scenarios from a generative design perspective. DFS, online modules, teaches students to critique and deconstruct existing futures scenarios. iDTF situates students to explore futures based themes and apply design methods and research techniques. DTF takes students into a semester-long project designing for 2050. In this paper, we describe lessons learned that lead to a pedagogy for supporting novices as they develop skills and methods for long time horizon futures design.

Towards a Community-Centric Pattern Repository

Proceedings of the 22nd European Conference on Pattern Languages of Programs, 2017

In 2014, we began prototyping of an online, publicly available repository for pedagogical design ... more In 2014, we began prototyping of an online, publicly available repository for pedagogical design patterns. We developed it mainly to facilitate locating pedagogical design patterns, but it has since evolved to address other challenges. This report presents ideas discussed during the focus group such as the goals of the repository, the technical and practical issues we faced in the development of the repository, and the current solutions we have applied to address these issues. Participants learned about the repository, discussed pattern repository issues, and brainstormed solutions to such issues. Some notable repository issues discussed include the organization and navigation of patterns in the repository, management of pattern format variations, and community support for the repository's continued development.

Semantic Features of Math Problems: Relationships to Student Learning and Engagement

The creation of crowd-sourced content in learning systems is a powerful method for adapting learn... more The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations.

Feedback Design Patterns for Math Online Learning Systems

Proceedings of the 22nd European Conference on Pattern Languages of Programs, 2017

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evalu... more Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback design patterns as part of a larger pattern language for math problems and learning support in online learning systems. In this paper, we present three feedback design patterns developed from the application of the data-driven design pattern methodology on a large educational dataset collected from actual student data in a math online learning system. These design patterns can help teachers, learning designers, and other stakeholders construct effective feedback for interactive learning activities that facilitate student learning.

Teaching to Dexign Futures in China : A Vision for a Blended Learning Pedagogy to be Deployed at Scale

Many design educators are concerned with urgent problems such as sustainable development [1] and ... more Many design educators are concerned with urgent problems such as sustainable development [1] and climate change [2]. The Intergovernmental Panel on Climate Change (IPCC) 2018 report clearly states that rapid decarbonisation is needed by year 2030 to avoid climate change catastrophe. Such planetary level problems impact people’s everyday existence within the biosphere, and require shortterm design action alignment with long-term vision goals. However, many design educators teach to design for increasingly shorter time horizons within consumerist worldviews (e.g., rapid-prototyping, agile, human-centered design). In this paper, we describe a course that teaches design students how to align short-term design to long-term timescales. We leverage Future Studies researchers’ work on how to teach students greater agency within long-term timescale horizons [3]. We describe an effective and efficient blended learning design pedagogy (e.g., combining online and face-to-face learning activitie...

Using Design Patterns for Math Preservice Teacher Education

Proceedings of the 23rd European Conference on Pattern Languages of Programs, 2018

Experienced teachers effectively address student misconceptions and learning difficulties by empl... more Experienced teachers effectively address student misconceptions and learning difficulties by employing high-quality pedagogical strategies that they have developed through experience. It is difficult to discover effective strategies because it takes a lot of trial and error before a teacher can conclude that a particular approach improves student learning. Researchers have used educational design patterns to encapsulate high-quality strategies that facilitate the transfer of pedagogical knowledge. In this work, we investigated the feasibility of utilizing three educational design patterns as a teaching tool for math preservice teacher education: Feedback Sandwich, Pitfall Diagnosis and Prevention, and Worked Examples. Specifically, we used design patterns to investigate how preservice teachers provided feedback to students who gave common wrong answers to a given math problem and compared their feedback before and after they were introduced to educational design patterns. Results in...

Adapting design patterns across learning environments

Proceedings of the VikingPLoP 2017 Conference on Pattern Languages of Program, 2017

Pedagogical design patterns offer high-quality solutions to known educational problems. Design pa... more Pedagogical design patterns offer high-quality solutions to known educational problems. Design patterns are meant to guide teachers' pedagogical decisions to improve student learning in varied learning contexts such as intelligent tutoring systems, traditional classrooms, online learning systems, and so forth. In theory, design patterns are written so that they are applicable to multiple learning contexts, but, in practice, we wonder if pedagogical design patterns intended specifically for one learning environment can be used in other learning environments. We explore this theoretical question for practical reasons. Over the past three years, we applied existing pedagogical design patterns and wrote new pedagogical patterns to enhance student feedback for math problems in an intelligent tutoring system (ITS) called ASSISTments. It was more difficult than expected for two reasons: there are few pedagogical design patterns specifically for ITSs and contextual features for design p...

Teaching to Find Design Opportunities for Behavior Change Through Causal Layered Analysis

Change is exponential. Products and services are developed faster, hold a shorter shelf-life disr... more Change is exponential. Products and services are developed faster, hold a shorter shelf-life disrupted by new offerings, and exist within global challenges such as climate change and sustainability. We live in the Anthropocene Era with human-induced Climate Change and the sixth mass extinction. Design challenges for product/service creation are shifting from a paradigm of customer-centric focus linear system to a new paradigm that includes a broader planetary context with a circular economy. The Human-Centered Design Thinking process popularized by IDEO/Stanford d.school identifies human-centered design opportunities for products and services through five steps: empathize, define, ideate, prototype, and test. Unfortunately, a mere customer-centric view of product or service is insufficient for planetary-scale challenges requiring a broader focus that includes all life forms and the planet’s health. Thus, moving forward, design for the 21st century requires broader perspectives; desi...

An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale

Attentional Competition in Genuine Classrooms: Analysis of the Classroom Visual Environment

Track 5.g Introduction: Design with Foresight: Strategic Anticipation in Design Research

Conference Proceedings of the Academy for Design Innovation Management, 2019

Global changes in the 21st century appear intractable as social, technological and environmental ... more Global changes in the 21st century appear intractable as social, technological and environmental trends force the contemporary organization to address these uncertainties in vision and strategic direction. Enterprises across nearly all sectors of the globalized economy must adapt competitive strategies to anticipate specific political, resource, and market uncertainties that could impact expected growth and broader social benefits. Yet the inclusion of strategic foresight within system, product and service design projects has yet to reach its potential in business enterprises. Given the uncertainties these often-cited global trends impose, why are decision makers not relying on strategic foresight to inform design decisions and strategic product service development? The most popular business design processes continue to be decidedly short-term reasoning practices: Agile, Lean, and Design Thinking are at least three problematic methodologies that might repel or constrain the uptake ...

Contextual factors affecting hint utility

International Journal of STEM Education, 2018

The persistent effectiveness of online feedback and controls for sustainability in the workplace

Energy Efficiency, 2017

Office workers tend to waste energy at work due to little motivation for saving energy. This stud... more Office workers tend to waste energy at work due to little motivation for saving energy. This study investigates the effectiveness of online feedback (e.g., self-monitoring, advice, comparison) and control strategies (e.g., online remote control, scheduled control) that can promote voluntary energy conservation in the workplace. Eighty office workers were divided into four groups, and feedback and control interventions were field-tested for 9 months. Baseline data was collected for 14 weeks; different interventions were given to the four groups for 13 weeks and then removed from the groups for 11 weeks. During and after the interventions occurred, the groups that had online controls achieved more energy savings than the groups that had no online controls. While there were no statistical energy savings with computer usage before and after the intervention, the monitor, light, and phone devices showed significant savings as a result. Surveys and interviews were also conducted after the experiment to learn the participants’ behavior and intentions. The findings discussed are based on their responses.

Creative Workplace Alchemies: Individual Workspaces and Collaboration Hotspots

Human–Computer Interaction Series, 2016

Much like creative knowledge work environments, studio-based design education environments are ch... more Much like creative knowledge work environments, studio-based design education environments are changing rapidly to include: multidisciplinary teams, information technology, geographically distributed teams, and flexible workspaces. Factors such as, architectural space design, furniture choices, technical infrastructure features, acoustics, socio-cultural norms, and privacy and visibility of wall-sized displays support or hinder workers in creative environments. In this chapter, I describe a case study of a graduate design studio at the School of Design at Carnegie Mellon University. The studio has four connected spaces: individual workspaces, collaborative spaces, a kitchen and social cafe area, and a distance-learning classroom. In earlier work, researchers evaluated student satisfaction through fieldwork, pre-post occupancy surveys, and interviews. In this chapter, I analyze a design studio environment through time-lapse photography, Space Syntax analysis, and semi-structured interviews. This research identifies locations where people and teams work and the factors that support collaboration, such as space configuration, wall-sized display affordances, furniture configurations, and support infrastructures. Teams worked more often in locations that were less visible from other locations, provided greater laptop screen and display privacy, had whiteboards, and electrical outlets. Students did individual work throughout the studio-suite regardless of the function assigned to the spaces.