I am pleased to invite you to join in the 1st LSC virtual roundtable, based at Trinity University in San Antonio, Texas. It will begin at 12:00 p.m. CDT on Saturday November 4, 2018.
As with past LSC roundtables, this will be a four-hour conversation engaging academics and architects with diverse experiences in shaping spaces for 21st century learners, spaces that enhance institutional distinction.
As with onsite roundtables that the LSC has hosted from 2016, threaded through these four hours will be time for conversations and comments following presentations of institutional stories and discussions about how planning happens. Those onsite at Trinity and those joining virtually will have opportunity to join in these conversations.
All registrants for this virtual LSC Roundtable will receive a copy of the recorded 4-hour Roundtable. It has been designed as a template and prompt for on-campus discussions about the how and why of attending to the physical environment – about engaging faculty, staff, and students in the planning process, about how attention to physical spaces involves and influences campus-wide attention.
The visuals below indicate the flow of the discussion, spotlighting stories from academics and architects about challenges and opportunities in the process of planning—and lessons learned and thoughts about what next. The final session will be an open-ended opportunity for those gathered at Trinity and those joining us virtually.
A resource for those participating in this Roundtable can be found in the LSC Roadmap: FROM THE ARCHIVES – Essays from Structures for Science (PKAL).
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:
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:
2018-2019 LSC Webinar Series:
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, 2018Read More
The LSC is a community focusing on the future of planning learning spaces.
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:
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.Read More
LSC Regional Roundtables
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.