Stories from the Field
We introduce here a series of Learning Spaces Collaboratory stories presenting institutional case studies that illustrate—in projects of different scope and intent—best practices and lessons learned in the process of shaping new spaces and renewing existing spaces that:
- Are designed with ‘engaged learner’ in mind, giving students responsibility for their own learning, opportunity to gain the capacity for creative and critical thinking and the confidence that underpins future success.
- Reflect and celebrate the community of users, welcoming, transparent.
- Make prudent use of institutional resources over the short- and long-term.
- Illustrate promising practices in environmental stewardship.
- Signal to the community within and beyond the campus what is important to that college or university, how it envisions its future, its mission and identity.
- Inspire others to respond: “what a good idea; why don’t we think about that!”
These case studies illustrate planning approaches that anticipate the future, that begin by ‘backward engineering,’ identifying what it is that the user (the learner) should come to know and be able to do as a result of their experiences in the spaces to be shaped and reshaped.
The intent of these portfolios is to share different approaches to dealing with the puzzle of interlacing relationships in the process of shaping exemplary student-centered learning spaces and to promote informed discussions about and planning, shaping, and renewing such spaces—on individual campuses and within the growing community of stakeholders and collaborators.
As David Orr notes, campus buildings can be seen as crystallized pedagogy with their own hidden curriculum. The spaces that are the focus of the case studies to be presented in the PKAL LSC Portfolios are evidence of an institutional vision of what difference the spaces will make for the learners—now and into the future. The intent of these case studies is to “push-the-envelope” within the community of stakeholders—challenging communities to continually grapple with the level of change and innovation within the growing community of practice.
Georgia Institute of Technology: Problem-driven Learning Spaces
Case Study and Essay
University of Pennsylvania Libraries: Weigle Information Commons and Education Commons
LSC Guide Case Study and Essay
University of Minnesota: Active Learning Classroom (ALC)
Case Study and Essay
Making Space for Creativity
An e-book from The Creativity Centre, one half of ‘InQbate’,a joint initiative between the Universities of Brighton and Sussex. Funded by the Higher Education Funding Council (HEFCE), InQbate forms part of the Centre for Excellence in Teaching and Learning (CETL) focusing in creativity. It is located within the Centre for Design Technology in the School of Environment and Technology.
The Link at Duke University
Ed Gomes, Associate Dean of Technology Services, Trinity College of Arts & Sciences- Duke University
- Sustainability Case Studies
Wisdom from the Field: The Keck/PKAL Consultation Program
Lessons learned from the twelve-year Keck/PKAL Consultation Program (1994 - 2006)
Frontier Pragmatism: Every Design Move Has a Purpose - The Rector Science Complex: Stuart Hall and James Hall at Dickinson College
ZGF Architects LLP
What makes a good learning environment for undergraduate mathematics students?
Comments from MAA Project Next Fellows
The "radically flexible" (history) classroom
For Project NEXT at Texas Wesleyan University
Outcomes: Science Majors – Jordan Hall of Science
From the S/L/A/M Collaborative and Notre Dame University
Hamilton College Departmental Visions
From the Facilities Archive (PKAL)