EMPOWERING THE
NEXT GENERATION
OF DISRUPTORS
DESIGNING NEW KINDS OF SPACES FOR
A NEW KIND OF LEARNING
Educating for Innovation HIGHER EDUCTATION SPACES ARE UNDERGOING RADICAL TRANSFORMATIONS TO RESPOND TO THE NEEDS OF 21ST CENTURY LEARNERS
Traditional pedagogy was one-directional: A teacher stood in front of rows
The current generation of learners--Generation Z, also known as Digital
and rows of desks and chairs and distributed information to attentive
Natives or Digital Teens--was born and raised in this hyper-connected world.
students. Learning relied on memorization and individual study. Over time,
These antiquated methods will not work for them, who, as a group, overshare
this model was adjusted, but minimally; the basic flow of information was still
with blazing immediacy. Because the primary mode of communication
from teacher to student.
amongst these students has changed, the way they receive and process information has been altered.
And then, in 1993, the World Wide Web became free and open to the public. Accessibility to global repositories of information--both good and bad--was infinite. A short 11 years later, Facebook was launched, and soon after, social
So how to create learning environments that address the unique needs of a new breed of student?
interaction among peers was changed forever.
What we do know:
SPACE MATTERS TO LEARNING Learning is no longer a passive experience. Learning in most conventional education settings is a passive experience— students listen. At the most innovative schools, students are creators, not merely consumers. They acquire skills and knowledge through problem-solving.
10%
20%
30%
50%
70%
90% Studies support the idea that learning is facilitated through hands-on, interdisciplinary, and experiential projects.
Read
Hear
See
Read Hear See
Read Hear See Experience
Read Hear See Experience Teach
Learning is no longer restricted to the classroom. If education is to meet the emerging challenges of the 21st Century, we must recognize that learning can happen in any physical or virtual space and is occurring everywhere. These new learning spaces are becoming the key collaborative centers on campuses. Much of learning today is taking place after students walk out of the classroom.
Study
Research
Lecture
Workshop
Collaboration
ADDITIONAL RESOURCES If you want to deepen your understanding of creating interdisciplinary learning environments and empowering the next generation of disruptors to change the
Who makes up this new
face of society, here is a resource list to get you started. We are being selective here, not exhaustive.
generation of students?
www.p21.org/about-us/our-mission make.xsead.cmu.edu/week_of_making/report net.educause.edu/ir/library/pdf/eli7095.pdf dschool.stanford.edu www.crit.umich.edu/learningspaceguidelines/index www.heacademy.ac.uk/sites/default/files/Learning_spaces_v3.pdf
INNOVATORS
TINKERERS
www.pkallsc.org/assets/files/LSCGuide-PlanningforAssessing.pdf
MAKERS
Blueprint for Tomorrow, Redesigning Schools for Student-Centered Learning, by Prakash Nair The Third Teacher, 79 Ways You Can Design to Transform Teaching & Learning, by Cannon Design, VS Furniture, and Bruce Mau Design Creating Innovators, The Making of Young People Who Will Change the World, by Tony Wagner Make Space: How to Set the Stage for Creative Collaboration, by Scott Witthoft and Scott Doorley
COLLABORATORS ENTREPRENEURS DISRUPTORS
Cases on Higher Education Spaces: Innovation, Collaboration, and Technology, by Russell G. Carpenter
Learning is no longer book-bound. At the first White House Maker Faire in June 2014, 153 U.S. colleges and universities committed to supporting Maker education and empowering a new generation of Makers. Hundreds of schools are already providing students with spaces, tools, and courses to encourage hands-on Making activities. “One day, I expect that Makerspaces will be as central on campus as libraries were in the past and as common as recreation centers are in the present.”
3D Printing
DIY
Prototyping
Fabricating
Laser Cutting
--Dale Dougherty, Founder and CEO, Maker Media
Learning is interdisciplinary. New educational models are addressing a fundamental shift in how coming generations of students think, learn and choose to interact with the world. Students and faculty from various schools on campus are coming together to collaboratively solve the world’s problems. Twenty-first Century learners come to school with an intense curiosity, and collaboration spans beyond the walls of disciplines, departments, and colleges.
Engineering
Medicine
Business
Arts
Technology
USC Iovine and Young Academy EDUCATING FOR A FUTURE YET TO BE DEFINED
What will the future hold when a new breed of tech-savvy and visionary
SIZE
innovators and entrepreneurs enter higher education? Are we prepared
COMPLETED 2014
to create learning environments and curricular to nurture these future
PROGRAM
14,000 SF Classroom, Computer Lab, Faculty
movers and shakers? The University of Southern California accepted
and Staff Offices, Innovation Lab,
that challenge by recently launching The Jimmy Iovine and Andre
Lecture Room, Student Services
Young Academy for Art, Technology and the Business of Innovation. This unique undergraduate degree promotes learning through
Offices, Study Areas AMENITIES
Collaborative Student Spaces;
interdisciplinary and hands-on discovery in a fully immersive learning
Incubator Workdocks; 3D Print Room;
space named “The Garage.”
“Pitch” Room, where students sell their ideas; Collaboration Pod
As producers, Jimmy Iovine and Andre Young (aka Dr. Dre) have launched
ARCHITECT Steinberg
some of the most successful careers in music, and in 2013 teamed up to share the secret of their success and, as Iovine says, “inspire, challenge, and satisfy the curiosity of the next wave of game-changers.” With a vision and a generous donation, they have inspired the creation of a new learning environment that promotes innovation and creativity, encourages student entrepreneurial spirit, and allows faculty and students to teach and learn collaboratively.
PROGRAM MISSION This unique program offers a highly select group of students an integrated, four-year course of study that provides in-depth learning in three essential areas: art and design; engineering and computer science; and business and venture management. The fourth year “Garage Experience” moves student teams from concept to creation, vision to prototype. Throughout the program, students are taught to think seamlessly across multiple disciplines and to apply a vast array of relevant technologies and techniques toward innovative problem-solving.
©Nico Marques/PHOTEKT
Meet Our Divergent Thinkers STEINBERG’S EDUCATION PRACTICE
David Hart, AIA, LEED AP, President/CEO With over 25 years of practice, David’s leadership fosters the firm’s culture of design excellence, community engagement, and entrepreneurial culture. Recognized as an expert in higher education architecture, his work evokes a strong sense of place, identity and sustainability. David believes that the best ideas often come from surprising perspectives and strives to create environments where everyone can be heard and great architecture can be imagined.
Bob Lavey, AIA, LEED AP, Partner/Education Practice Leader Over Bob’s 20-year career he has worked with a range of clients in the U.S. and abroad, helping higher education institutions develop facilities that can adapt to tomorrow’s curriculum needs. He is wellversed in shaping teaching and learning environments to optimize the modern student’s experience through the articulation of innovative precepts such as grade-appropriate design, program or topic-specific clustering, and integrated technology.
“Education and architecture each have the ability to shape people lives—actively and passively. Together, they can create an environment for exploration, discovery, and transformation.”
“The built environment impacts the lives of hundreds of thousands of people over a building’s lifetime. It is my passion to create buildings that respond to the humanistic needs of its users and architecture that embodies the cultural ideals of its community.”
Brigitte Williams, AIA, LEED AP, Principal The love of building design has fueled Brigitte’s career for the last 25 years. Each of her projects is a unique statement, developed from the preferences and desires of the client and the functional needs of the building. Born and educated in Switzerland, she approaches every project with an open mind and a desire to learn and to create designs that transcend the present.
Rob Barthelman, AIA, Principal Rob brings over 20 years of national experience in educational facility design, and he is instrumental in leading the firm’s programming, master planning, and design efforts. He sees the educational environment facing important issues that have a strong correlation to the way facilities are designed and operated, affecting operations across an entire campus. With a focus on client experience and operational context, he ensures individualized approaches that integrate planning and design with long range and sustainable facility management.
“I have learned valuable lessons from each of the many projects I have completed, lessons that have helped me produce timeless designs, adapted to and integrated into their contexts.”
“Innovation in educational environments excites me—from creative design tools, to pioneering learning spaces, to technological advances in operational efficiencies. Each contributes to memorable and supportive collaboration and learning spaces.”
Kim Patten, AIA, LEED AP BD+C, Associate Principal Kim is a passionate academic planner, designer and sustainable strategy education leader. Working with academic institutions across the country, she helps clients navigate complex problems with strategic research and planning solutions. Her partnership approach creates an environment to collaborate, plan and discover paths unique to each client. “I am passionate about connecting with my higher education clients and building trusted relationships. Bridging a deep understanding of their pedagogy, culture and history creates an opportunity to bring positive change.”
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