Assessing the Impact of Spaces for Learning on Undergraduate Learners: Building a Community of Practice
Westfields Marriott
Chantilly, VA
The 2011 LSC Colloquium is designed for the collective exploration of
basic questions at the intersection of research and practice in the
realm of planning 21st century learning spaces for 21st century
learners. Attention will be given to research domains as diverse as
cognitive science, learning sciences, social psychology, organizational
and pedagogical change, and from communities of practitioners equally
diverse: senior academic administrators, libraries, pedagogical
pioneers, physical plant officers, architects, and other design and
construction professionals.
This diversity of experience and expertise brought to the colloquium
‘table’ reflects the reality that planning 21st century learning spaces
is a very complex undertaking. It demands the cross-fertilization of
ideas around issues such as why and how collaborative learning and other
research-based pedagogies work, why and how interdisciplinary teams
prosper as problem-solving teams, why and how giving students hands-on,
real-world learning experiences motivates them to persist and
succeed—and why and how space matters.
This will be a working colloquium. It is a first major step in building a
new community of practice, one that shares a collective sense that has
been informed by theory and confirmed by practice of how space
influences learning. This is a community of practice that actively
engages researchers and practitioners that can share data and insights
about how spaces enable a supportive learning community to emerge.
Colloquium participants will draft resources, to be piloted and
prototyped, developed and disseminated in early 2012, which will nurture
and inform this emerging community of practice. At the most fundamental
level, this colloquium is to catalyze the feedback loops that connect
attention to the where of learning to discussions about what and how
students learn—and connect attention to what and how students learn to
the planning of spaces, to where students learn.
Pre-workshop opportunities include fall webinars and suggested
background readings. Post-workshop expectations are for critiquing,
piloting, and assessing the various resources for planners drafted at
the colloquium. Throughout, a feedback loop will offer opportunity for
sharing data and insights about if and how spaces enable a supportive
learning community to emerge.
Participants in the 2011 LSC Colloquium will have opportunity to:
- explore questions to be addressed in the process of planning,
experiencing, and assessing built environments for 21st century learning
- engage in the critique of those questions with a diverse
community of practitioners: provosts and deans, faculty with
responsibilities for learning in classrooms and labs, librarians and
other administrators with responsibilities for assessing learning, for
physical spaces; as well as architects and other design and construction
professionals
- examine those questions from perspectives of learning
theorists, environmental psychologists, researchers on organizational
change
- examine those questions from the perspective of goals for student learning from within and beyond academe
- role-play the experience of establishing an on-campus process
for planning learning spaces that begins and ends with a focus on
learning and learners, prototyping approaches to determine if and how
space matters
- develop a take-home agenda for action to advance local planning
of learning spaces: campus-wide or single projects for renovation/new
construction.