- About PKAL
2009 PKAL Workshop on Undergraduate Learning Spaces: From Audits to Assessment
October 16 - 18, 2009
Durham, North Carolina
AUDIENCE. This workshop will be of value to campuses at an early stage in shaping and reshaping learning spaces for undergraduate communities of learners. Institutional teams are preferred.
GOAL. To help participating teams develop a roadmap for planning spaces that address institutional goals for student learning, including:
- Making quick fixes that improve current spaces for learning
- Experimenting (sandboxing) with physical spaces that accommodate constructive pedagogies, interdisciplinary connections, learning communities—in ways that inform future spatial planning decisions
- Capitalizing on expertise and interest faculty, administrative staff and students in shaping spaces for learning
- Capitalizing on current and capital budgets for ongoing renewal of learning spaces
- Developing short- and long-term agendas for transforming learning spaces: classrooms and labs, libraries and science centers, informal learning environments and/or the campus as a whole.
APPROACH. To explore ‘learning spaces that work; ’ to identify key questions and processes by which those spaces were imagined, realized and assessed; and to work with participating teams to translate the lessons learned and best ideas from workshop presentations, discussions and consultations into a roadmap for their continued planning of learning spaces in fall 2009 and beyond.
BACKGROUND. Academic leaders involved in shaping and reshaping undergraduate environments for learning give attention to how such spaces:
- Serve institutional, departmental and faculty goals for student learning (what students should know and be able to do)
- Reflect institutional priorities and strategies for addressing contemporary opportunities and challenges to strengthen student learning
- Make prudent use of institutional resources (people, time, dollars, facilities) over the long-term.
To make this happen, planning teams must explore and document:
- Student learning: how 21st century students learn and how their students learn
- Faculty teaching: how 21st century pedagogical approaches serve student learning goals and how their faculty explores and implements such approaches
- Learning spaces: what makes a good space for 21st century undergraduate learning communities— formal and informal
- Instructional technologies: how contemporary tools for learning can transform the undergraduate learning environment
- Sustainability of spaces: how considerations of long-term impact on institutional budgets, on the environment, and on the learning environment must be addressed at each stage of the process
- Learning outcomes: what their graduates are expected to know and be able to do as a result of their undergraduate learning experiences, given societal expectations, as well as those of disciplinary and interdisciplinary communities of practitioners.