Of Special Note

About the LSC

Vision: That all 21st century undergraduates, no matter their background or career aspiration, have ready access to physical learning environments that enable them to become engaged learners, constructing their own learning, communicating and collaborating with peers and colleagues, connecting their campus-based learning experiences to real-world opportunities and challenges, and celebrating as members of a robust 21st century community of learners.

LSC Vision and Goals>>>
LSC Background>>>

LSC Guide II
questions that matter:

V. What Assumptions Do We Have About How Robust Learning Happens, About How Spaces Matter?

Resources for addressing this question are found in the LSC Roadmap, including in the Roadmap’s Collection of Pedagogical Practices that Work. In this Collection, evidence is presented about how robust learning happens, how and why spaces matter. The LSC Roadmap is also a resource for teams giving attention to inclusivity and equity: Collection of Essays on Inclusivity and Equity.

LSC Guide II: questions that matter


The LSC Roadmap is designed to be a resource for academics and architects involved in the complex, iterative, non-linear journey of giving attention to the physical environment for learning on college and university campuses.

The collection of spaces that work, a central part of the Roadmap, presents stories of how questions drive planning, how particular institutional cultures influence planning, how resulting spaces transform learning and learners.

Some examples:

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To advance discussions about identifying assets in the process of planning learning spaces, this story from the Georgia Institute of Technology illustrates the importance of attention to the built environment beyond individual spaces and buildings.

From the LSC YouTube Series, A Campus-wide Spaces that Matter Culture, presented by Howard Wertheimer, Institute Architect.

View the LSC YouTube channel >>

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 The LSC Roundtables are designed to focus on the future of planning 21st century learning spaces for 21st century learners. Since 2016, the LSC has orchestrated 19 roundtables on campuses across the country. A mix of academics and architects participated in each. In 2018, attention was given at three roundtables to to developing a job description for a particular spatial type:

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A link to what we know about planning learning spaces and what we need to know

Learning Spaces Collaboratory

The LSC is a community focusing on the future of planning learning spaces.



Questions to ask in considering how your campus serves as an asset for planning:

  • Can a new facility reinforce what works now in campus patterns and anticipate new patterns that will accompany future growth and change?
  • In what ways can we enhance the utility and unity, the common ground that we already have? In what ways might the spaces and/or structures we are now planning become a physical expression of our vision for the future of our institution?
  • Can the landscape design be used as an educational tool for students?

Focusing on the Relationship between Mission and Planning Learning Spaces

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LSC Regional Roundtables

The LSC Guide II organizes the resources in the Roadmap around the key questions to be explored as planning happen—beginning with those questions that need attention early-on, that will return to the table again and again in the process of planning.

Some resources to inform the process of questioning are included in the Guide; this are just illustrative of the extraordinary resources—findings about how learning happens, how planning happens, stories from diverse campuses, reports from national associations.

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EDUCAUSE is a nonprofit association and the largest community of technology, academic, industry, and campus leaders advancing higher education through the use of IT.

The EDUCAUSEreview: Why IT Matters to Higher Education is an important resource for all. From the current issue:

Higher education is rapidly evolving in response to changing economic models, the emergence and growth of startups, declining enrollments, new student profiles, and an increased emphasis on addressing inequality. For leaders and academics alike, this uncertainty and complexity is disorienting. The scope and the speed of change suggest that higher education cannot continue under an assumption of “business as usual.” Instead, a fundamentally different approach to teaching, learning, administration, and research is required. We believe that complexity science offers the best lens to understanding and managing this change. Through complexity science, higher education leaders can apprehend and make sense of broad-ranging trends, as well as the urgent need to plan for and provide systemic responses.

“Complexity: A Leader’s Framework for Understanding and Managing Change in Higher Education” by George Siemens, Shane Dawson, and Kristen Eshleman.

The Learning Space Rating System (LSRS) project provides a set of measurable criteria to assess how well the design of classrooms support and enable active learning.

ELI Annual Meeting: February 19–21, 2019, Anaheim, California.


From the Field Archive