This conference, sponsored by the AIA Committee on Architecture for Education, was held in Cambridge, MA, April 11-13, 2002.

Conference Sessions

Overview

Lifelong Learning—What Do We Expect?

The Campus as Classroom: Issues and Opportunities

Sustaining and Promoting an Educational Facilities Design

Keynote: Lifelong Learning on a 21st-Century Campus

Learning from Living

Technology: The Unifier in a Multidiscipline Educational Environment

Equity and Excellence-Making an Urban School System Work

Sustainability-Massachusetts Sustainable Schools Pilot Program

Planning at MIT

Tours at MIT

Dreyfus Chemistry Building

Department of Aeronautics and Astronautics

Distance Learning at MIT

TEAL Room (Technology Enabled Active Learning)

Albert and Barrie Zesiger Sports and Fitness Center

Simmons Hall Undergraduate Dormitory

Ray and Maria Stata Center

Lifelong Learning—What Do We Expect?
Margaret McKenna, President, Lesley University

What is the future of what we need? You must figure out what your client wants and who your client is, said Margaret McKenna.

Lesley is a value-driven institution that is primarily a teaching, not research-based university. Also, there is no tenure, so those who are not good teachers can be dismissed.

There are Lesley students in 17 states, but the only physical campuses/buildings are in Massachusetts and Colorado.

"We will see a lot of change in education," McKenna said. "The highly elite schools will flourish, as will the big name research schools and some niche schools. At the same time, more small schools, those without large endowments, will disappear."

McKenna described her vision of a college, what it would look like:

• Urban campus that is part of a community
• Open space
• Shared facilities with the community
• Low- and moderate income housing as part of the campus
• Continuing ed program for women on welfare
• Daycare facilities
• Senior housing-take classes, volunteer in library, etc.
• Elementary or middle public school on the campus

The main feature that both parents and students look for at a school is safety. Following that, the best campuses are flexible for changing needs, are easy to keep clean, have heating systems that work, and have operable windows.

"If you're not physically comfortable, you won't learn," she noted.

Also, many students come to school having never shared a room, and most do want their own room. They also want high-speed Internet connections, up-to-date facilities, and a health club.

"Schools should not try to be all things to all people in terms of facilities or classes," observed McKenna. Too often, schools are trying to compete on levels where they can't. For example, technology institutes will build sports facilities because everyone else has them, not because they necessarily want to attract athletes.

There should be more faculty and student interaction. Too often, the faculty is separated in another building or another section of campus. Yet the primary reason for retention is contact with faculty. Interaction with faculty also is one of the most popular aspects of distance learning.

Continuing Education
At Lesley, 2,000 of the 13,000 students are typical college age students, and the rest are adults. Across the U.S., 50 percent of undergraduates are over 23 years old, and the majority of those are women.

If you come to class after working for eight hours, chances are you will have greater need for secure spaces that are open at night and on the weekends. You will also want easy access to food, but that is tough to find on a small campus. You will also want adequate parking and public transportation; space to sit, wait, or work; and computer access.

Online
At Lesley, two masters programs are completely online. However, online classes don't work so well because they address teaching, but leave to much to students to absorb on their own.

"Technology is essential," McKenna observed, "but it's still in the early stages."

Copyright 2002 The American Institute of Architects. All rights reserved.