From the Field

What do you want your learners to become?

This is a key prompting question at LSC Roundtables. It grounds participating academics and architects on the foundation for focusing on the future: the learner.

From the March LSC Roundtable for the Oregon State University community:

From the March 2017 LSC VentureWell Roundtable Spaces for Making

Becoming… scouts, creators, explorers, discoverers, risk-takers, joyful, caretakers. (Elizabeth McCormack, Bryn Mawr College)

Becoming… our leaders: learning to learn, focused on problem-solving, with disciplinary depth with interdisciplinary breadth and… curious. (Damon Shepherd, HOK)

Becoming…Fearless, with agility, flexibility, openness with energy (uninhibited), boldly marshaling resources to do something. (Charles Piper, BCWH)

Another early prompting question is what essential audacious question is not being asked and should be?

Roundtables are a messy back and forth opportunity for sharing ideas--informally and in small mixed groups of like-minded academic and architects. Another early prompting question:

what essential audacious question is not being asked and should be?

From the March 2017 LSC Roundtable at North Carolina State University, Here some audacious questions posted around the room at the beginning of our time together:

 

About the LSC Roundtables

Structures for Science

The work of the LSC focusing on planning for the future of learning spaces builds on decades of facilities related initiatives undertaken by Project Kaleidoscope (PKAL), an NSF-funded effort to identify and promote best practices in strengthening undergraduate STEM. In 1995, PKAL published Structures for Science: A Handbook for Planning Facilities for Undergraduate Natural Science Communities. This was a collaborative effort, engaging dozens of academics and architects across the country. Over 5000 copies were purchased in the late 1990’s. 

To set the stage for a similar report emerging from the LSC roundtables and other activities, we share the foreword from Structures. Today the context is quite different, but the central messages remain the same.
Jeanne L. Narum, Principal - Learning Spaces Collaboratory

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We begin by focusing on the relationship between mission and planning for curriculum and campus. We also suggest ways that campus leaders can foster an environment in which the community comes to a common understanding about identity and mission, aims and objectives, and about the means to achieve those ends.

There are several paramount concerns as you begin, including the background and aspirations of your students, and the interests and strengths of your faculty, as individual and as members of the community.

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