Of Special Note

LSC 2018 -2019 Conference Presentations, Roundtables, and Webinars

All conferences and roundtables include iterative sessions of presentations, team/table-talk, and reporting out. Roundtables include architectural consultations for campus teams. Issues to be explored include:

  • What can we learn from pioneering academics and architects about shaping spaces that matter to learners?
  • What do we now know about how learning happens & how spaces matter to learning?
  • How can evidence from research and the field inform planning 21st century learning spaces that matter to 21st century learners and institutional communities of learners?
  • What next?

LSC Webinars are scheduled following each “on-site” event. These will capture and translate the “on-site” experience into a resource to inform and guide action within and beyond the LSC Community. These webinar “reporting-out” sessions will also inform and guide the emerging LSC Assessment Initiative.

LSC ROADMAP

Essays based on conversations at LSC Roundtables are a primary feature of the LSC Roadmap. We present here three essays from the roundtable at the University of Missouri Kansas City. These essays, designed around question that we should be asking, explore why those questions are important. They are designed to prompt and provoke conversations among academics,  in architectural offices, and between academics and architecture. Questions posed in these essays include:

Note: From the Archives: Essay on Sandboxing.

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LSC WEBINARS

Reports from LSC conferences and roundtables will be presented via a series of LSC Webinars to the broad community. Roundtable agendas. These webinars will give a wider audience the opportunity to gain new insights or provide further evidence about:

  • Understanding the campus as an ecosystem for learning
  • Addressing contextual challenges of inclusivity and interdisciplinarity
  • Exploring questions of assessment: what works, how do we know
  • Focusing on questions about planning and taking action: what next?

2018-2019 LSC Webinar Series:

 

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LSC ROUNDTABLES

Announcing Upcoming LSC Roundtables 2.0

Beginning in fall 2018, LSC Roundtables will focus on institutional policies and practices for transforming the physical environment for learning—before, during, and after engaging architects. Participants in these roundtables (2.0) will leave with an outline of a plan of action to share and implement with campus colleagues.

Early Registration Deadline: September 30, 2018

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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.

Spotlighting

LSC COMMUNITY

NACUBO is an LSC Collaborating Partner. Their July/August Special Issue: Culture, Ingenuity, and Pride features several articles that explore and report on specific issues central to the larger issue of planning spaces in a changing and challenging time, including:

All articles originally appeared in the July/August 2018 issue of Business Officer, the monthly flagship magazine published by the National Association of College and University Business Officers in Washington, D.C.

Further from Collaborating Partners:

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LSC ARCHIVES

The value of sandboxing as an essential planning strategy is a major lesson learned over the past two decades of attention to learning spaces in the undergraduate setting.

In planning physical environments for learning, a sandbox can be a metaphor for a gathering or space designated for exploring approaches to enhance learning in ways different from standard practice in a given institutional context.

Sandboxing as a workshop process is intended as a learning experience for a diverse set of on-campus stakeholders. It becomes an experimental venue for exploring hypotheses about how learning happens and about how space matters to learning.

From the Archives: Sandboxing>>>

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FROM THE FIELD

 

Making an Old Science Building Relevant Again

UConn Project Updates Structure and Enables Contemporary Teaching Methods

Renovating an old science complex can be a cost-effective way to transform a 1970s relic into an education facility for the 21st century. The Gant Science Complex, built between 1970 and 1974 on the Storrs campus of the University of Connecticut, is big—285,000 sf—but outdated and environmentally inefficient with an R value in the single digits. It also reflects old-fashioned science teaching and research methods, making it hard to enable the kind of collaborative learning used today.

LINK: Access the report here>>>