hbs2

Having an understanding of the case method, experience in designing hundreds of classrooms, and having earned an MBA
at New York University, I set to work with EYP and other design team members to develop classroom designs for a
standard 65 and 96 person classroom.

Until Hawes Hall was built, no classroom at HBS had ever had more than two projection screens. And one of the
concerns of the faculty was how to expand the use of video teleconferencing and computer display, as well as maintain
extensive writing surfaces. Over time, the design team and the front of the room committee began to explore the
possibility of adding a third projection screen.

Both the architect and faculty were enthusiastic in developing this idea further. Since this scheme would alter the
geometry of the classroom, it was decided to build a mock up of the room. The mock up would also allow for the review
of furniture placement, table widths, lighting, etc, before a final commitment was made.

My team at SM&W, chiefly Guy LaFontant, worked with Leila Kamal and others at EYP to develop screen sizes and good
viewing angles to make the room work from a presentation perspective. Other aspects of architecture and furniture
planning were developed as well. The goal of the mock up was to simulate the proposed classrooms as accurately as
possible using raw sheet rock walls and rough plywood desks.

The Graduate School at HBS is well known for their case
study methodology. In practice, this method utilizes in
depth review of complex case studies, actual business
situations which have been written up in detail to
describe a particular business problem. What is not
included in the brief is the description of what was
actually done by the managers to resolve the problem.
The students study the material and work in teams to
develop their responses to the business problem.

Classroom activities revolve around these discussions.
Often times, after a case has be thoroughly discussed,
the actual manager involved at the company visits with
the students to discuss what was actually done, and to
answer questions. These visits are often held on
campus, but increasingly, held via video teleconference.