Of Special Note

Spotlighting Attention to Creativity

The LSC has always promoted “auditing the current reality” as an initial step in giving attention to environments for learning.

One critical auditing step is to examine the current reality beyond the campus—what audacious questions are being asked, where are these questions being raised, what answers are surfacing.

Another critical auditing step is to canvas the campus community to identify those faculty and administrators who might be called boundary crossing agents, those who move back and forth between campus and national communities of practice—be they business officers, fine arts deans, faculty responsible for undergraduate research, and/or directors of assessment or other administrative offices.

AAC&U (Association of American Colleges & Universities) and ICFAD (International Council of Fine Arts Deans) are two LSC Collaborating Partners giving attention to some of the questions threaded through discussions on- and off-campus about the future—what students should be and become, what institutions should become.

We spotlight here essays from these professional and educational communities. Consider them as a resource to spark, inform, and advance campus discussions exploring questions and issues such as:

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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?

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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