Of Special Note

Without Planning: Assessment Does Not Work

Without planning that gives attention to what the space is to do, be, become, enable, assessment does not work.

The June 2018 LSC Roundtables at Stanford University & Worcester Polytechnic Institute focused on drafting a job description for a generic classroom (Stanford) and for a space for project-based learning (WPI). The premise of this exercise was that planners had to have a clear and collective vision of what experiences the spaces would enable, of how the space would enhance institutional culture and the experience of learning.  The conversations from these roundtables will inform the emerging LSC assessment initiative and upcoming LSC Roundtables. They also suggest a strategy to spark on-campus conversations at early stages of planning.


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.

Read More


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 15, 2018

Read More

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.



The LSC is a collaborating community of academics and architects, a diverse community of stakeholders with a shared commitment to sustainable transformation of the undergraduate environment for learning for all students.

SENCER, the signature initiative of the National Center for Science & Civic Engagement, is a national project focused on empowering faculty and improving STEM teaching and learning by making connections to civic issues.

Read More


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>>>

Read More


2018 LSC Roundtables 2.0

Read More



Featured in the STEM | PROF Newsletter No. 96 (July 11 – 18, 2018), “The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education” (CBE—Life Sciences Education, Vol. 17, No. 3) essay examines why, in spite of the evidence in favor of active learning, changing the pedagogical practices of faculty is a difficult task with no simple solutions.

LINK: Access the article here>>>