Learning Commons are a microcosm of the higher education experience, used in a diversity of ways by all members of the campus community. Our practice has been exploring changes to this layered ecosystem through our work with Ramapo College of New Jersey, where we’re re-envisioning the existing George T. Potter library, recently renamed as the Peter P. Mercer Learning Commons. In addition to significant changes to collections access and technology resources, the design integrates new areas for interaction and collaboration.
As the project moves toward completion in the summer of 2021, this series will explore the evolution of the learning commons model to support higher education in the 21st century.
The changes to campus caused by the COVID-19 pandemic have been top of mind throughout the year, as we convened experts in our Year of Gathering series to discuss ways of safely gathering on campus. As campus life continues to be impacted, learning commons, vital to the campus experience, have adapted to support their communities. Some, like the Sawyer Library at Williams College in Williamstown, MA, have offered limited access and have reduced seating capacity, as well as providing non-contact services for materials access. Others have organized curbside pick-up of materials, requested through an online reservation system.
From maker spaces to student centers, our academic work is informed by a holistic approach to design and the belief that how we live, work, learn and gather is rapidly evolving and increasingly connected. Perhaps no building on campus has seen more change in recent years than the learning commons. As information increasingly moves online and a place to collaborate becomes as important as a quiet area to study, the framework with which we approach learning commons design shifts to address blended, complementary environments for interaction as well as contemplation. And, if done right, these spaces foster an emotional connection with visitors, reflective of an academic institution’s history, mission and values.
The new Peter P. Mercer Learning Commons will increase the existing building’s capacity from 60,000 to 80,000 square feet, and completely re-envision a range of functions. In addition to integrating state-of-the-art classroom and laboratory space, media rooms, a design lab, lounge seating and a café, the design team observed the study and collaboration habits of students and developed varied, flexible options in response.
The entry level at the Peter P. Mercer Learning Commons (shown in the diagram above), emphasizes a range of collaborative study and active learning environments, including:
1) Entry Plaza
3) Open collaborative study
4) Group study
5) Digital Research
6) Active learning classroom
Like the Ramapo design process, our work at Williams’ Sawyer Library explored how blended environments can create a multifunctional destination for individual and group scholarship. Our approach to Sawyer Library created distinct zones for collections and collaboration, which also provided for easy navigation through the building.
Individual study carrels on the perimeter of the collections zone offer mountain views, light, immediate collection access, and a quiet study environment. Across the central atrium, the collaboration area represents the vision of the modern learning commons as a space for co-operative learning and group activities.
This balance of collaborative and focused study space will be further explored in our series, alongside upcoming stories on the enduring importance of special collections, changes to collections management, and more.