Audio programs in higher education cross many disciplinary boundaries. This ensures that classroom and space needs for one program might not satisfy another. Classroom space influences, and often limits, how instructors can help advance student knowledge. This paper is an examination of how classrooms can affect teaching methodology, including peer and active learning, in audio and adjacent disciplines. Active learning history and practices and recent pedagogical trends in classroom design are examined for applicability in audio education. As capital projects, such as building or renovations, do not always happen in a predictable or convenient timeline, this paper will suggest ways to better utilize existing space and create plans for future space(s). Further dialog on these topics could serve to make the audio education experience more engaging for faculty and students.
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