Of Special Note

Measures for Assessing How Investing in Spaces for Learning Results in a Robust Return for Students, for the Institution & for the Community Beyond the Campus

How do you make the case that the investment in institutional investment in the physical environment for learning makes a difference? How will you know? What evidence makes that case? From the LSC spaces that work collection II, some potential measures of success can be distilled. These stories about recent projects embrace but go beyond attention to impact of learners while students and alumni; they set forth project goals that are measurable, returns that will be benefit the institution in the future—in regard to increased enrollments and graduate rates, of collaborative research between campus and community and more. Some examples of institutional goals that can be embedded in the planning process and measured post-occupancy:

  • to be a magnet for thought leadership in our region centered on the environmental challenges facing the region, the country, and the world
  • to inspire, empower, and increase minority success in fields of STEM learning
  • has classrooms as adaptable as a Swiss Army knife
  • physically and programmatically bridges disciplines, offers a welcoming portal to students, and invites the study of local ecology
  • becomes a learning ecosystem – an integrated learning center that brings together several distinct components, including: open-ended project labs, student commons and the Hub.

From the 2019 LSC Colloquium:

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

AAC&U, An LSC Collaborating Partner

Cited at the LSC 2019 Colloquium: We are thinking of spaces as bigger than just a single campus, and about going beyond active learning to think about experimental learning. Thus we thought it important to give attention to globalization and experimental education when thinking if and how our spaces serve such approaches to learning.

From an LSC Webinar: Practical Strategies & Considerations – C. Edward Watson

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LSC ARCHIVES

The Michelle Smith Collaboratory for Visual Culture was created by the Department of Art History and Archaeology at the University of Maryland, College Park, to take advantage of the possibilities presented by new visual media for enhanced teaching and learning. The facility evolved from Department’s Visual Resources Center, the provider of the thousands of slides used in the traditional art history classroom.

Institutional Profile and Essay — Excerpt from The LSC Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners

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LSC ACTIVITIES

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.

Previous Activities:

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FROM THE FIELD

 

Hybrid Learning Spaces

LSC colleague Steve Fiore, Director, Cognitive Sciences Laboratory, and Professor, Central Florida University, Central Florida University, has alerted us to the Conference on Hybrid Learning Spaces in Delft, September 16. Under the challenge that: the spaces we teach and learn in are changing, questions to be addressed include those about personalization and collaboration, ownerships and empowerment, representation and interpretation and ethics.

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From the Field Archive