What keeps me up at night are always questions about assessment. What keeps me up is how to convince skeptical faculty about the efficacy of “active-learning” pedagogies. What keeps me up at night is about how design has changed, even over my short career. What keeps me up at night is how we need to […]

“The questions I brought to this conversation are: ‘what is the purpose of what we do?’ and ‘how do the answers to that question matter to how our students use the spaces?’ Our purpose is to teach students so they learn, grow and have productive, meaningful careers and lives. It is more than scoring on […]

How can we ensure faculty “buy-in” to the spaces we are planning? How can we ensure faculty are willing and able to use these new spaces as they have been planned, equipped? What evidence is convincing to faculty?

My personal take-away thought from my roundtable experience is the importance of identifying existing institutional assets in the earliest stages of planning. On our campus, we have many: amazing human capital, substantive engagement with a broad community of stakeholders beyond the campus, and a diversity of cultures represented by our students and within our faculty. […]

PROCESS/Strategies: A Guide for Adapting a Job-Description Roundtable The LSC Roadmap: PROCESS A Strategy for Planners: Creating a Shared Vision of 21st Century Learning Spaces and Places for 21st Century Learners PROCESS—Strategy: What Keeps You Up at Night When Thinking About Learning Spaces?

This June 2018 LSC Roundtable focused on a specific pedagogical approach—project-based learning—and on the spatial characteristics and affordances important to the success of that pedagogy. The Roundtable began with participants drawing and describing their mental image of the ideal space for PBL. This was followed by conversations between individuals and teams–about the characteristics of spaces […]

Understanding what a space should be, should become, how it enables the desired experiences of those who use such spaces now and into the future is the fundamental responsibility of those who plan, use, and assess spaces and places for learning—all stakeholders in the institutional future. This understanding of how spaces matter to the experience […]

What we should be doing in the discovery/planning process is asking some really absurd questions: What if the library we are planning now becomes a humanities classroom building in the future? What if we did not think about flexibility as though everything had to turn on a dime? What if we had a better sense […]