• Essays from LSC Roundtables
    • THE PRINCIPLE OF CHOICE – how can the principle of choice be leveraged into planning and designing high-performance settings for learning.
    • FOSTERING INCLUSIVITY – How can inclusive relationships foster meaningful making? What makes one feel welcomed into or excluded from a particular space serving a particular community of learners?
    • THE EXPERIENCE OF THE USER/LEARNER – How do we design spaces that motivate students to take risks? Do we think of spaces for learning as places in which students feel comfortable enough to get outside of their comfort zone?
  • Reflections from LSC Colloquium Think Tank Members
    • BEFORE WE CAN ASSESS – we need consensus on what is important for early-to-mid 21st century students to know after four undergraduate years. Carlos Gutiérrez, California State University LA
    • THE LENS OF PERMEABILITY AS A CONCEPT FOR PLANNING – If truly permeable, design should be able to evolve incrementally will realize goals we have not yet imagined. Thomas Hickerson, University of Calgary
  • From the LSC Archives
    • LEADERSHIP AND COMMUNITY. Moving from idea to physical reality in the process of planning learning spaces in the undergraduate setting is a long, complicated, complex undertaking, one that involves the collaborative involvement and leadership of many members of your community. PKAL VOLUME III. Structures for Science. 1995


2019 LSC National Colloquium