Rusty Carpenter | Eastern Kentucky University Dànielle Nicole DeVoss | Michigan State University Andy Frazee | Georgia Institute of Technology James P. Purdy | Duquesne University David Sheridan | Michigan State University Douglas Walls | University of Central Florida

1.share insights 2.address (some) key questions 3.discuss ideas, plans, action items OVERVIEW

A Space to Play, A Space to Compose: A Model for Creative Collaborations and Composition Practices ●Noel Studio spaces: Greenhouse, Discovery Classroom, Breakout Spaces, Practice Rooms, Conference Room ●Noel Studio pedagogy: collaborative, creative, multimodal ●Spatial/pedagogical intersections/overlaps

Creative collaborations and composing practices Noel Studio as a place/space for experimentation and exploration Noel Studio space suggests the importance of play through space design/architexture and resources available

Noel Studio composition as gallery space public spaces for invention social spaces for composing material spaces for play Students engage creative spaces creatively kinesthetic messy physical

This was a moment of creativity, innovation, social/cultural entrepreneurship, and of making.

“ CE gave me a chance to explore some of the activities about which I was unsure—both in my own natural ability and my own interest. If it weren't for the CE I'd likely never have created several of the videos that have been published in other major venues. The CE (and the people behind it) embodies the type of thinking that will not only bring MSU, but higher education as a whole, forward in society. ” Dan Nufer, Professional Writing, 2012 User Experience Designer, Razorfish, Chicago

Shaping Community, Collaboration, and Multiliteracies at Georgia Tech

Three spaces Laptop Classroom | Communication Center | Program HQ

Match physical spaces and philosophy, pedagogy, and research practices.

Get a hardhat.

Residential College in the Arts and Humanities

Language and Media Center

The LMC as a Social Hub We were just hanging out in the LMC on a Monday afternoon. I was kind of waiting between class and my ILO... (RCAH Student)

How does space help to connect people, technologies, resources, compositions, ideas, information, etc.? How do these heterogeneous elements, in turn, construct space? A learning ecology can be glimpsed in chance & planned encounters between various human & nonhuman actants; assigned & self-sponsored composing activities; the fluid movement of people, compositions, & ideas through proximate but heterogeneous spaces. The Language and Media Center as Hub in Learning Ecology

expanding space and the

different domains / different practices New practices that are easy New practices that are harder to learn New practices that might be in opposition to old practices

What aspects/elements of space are most in need of attention in the field now? In the future? Why? [notes]

In what ways have spatial considerations changed in writing instruction in the last decade? How have these changes affected the ways we teach—and think about—writing? [notes]

What aspects/elements are unique to online/digital writing classrooms and nonclassroom spaces? [notes]

What are some techniques for networking with and best communicating with different stakeholders where space design is concerned? [notes]

What advice do you have for funding writing classroom (online or off) and nonclassroom space (re)design projects? [notes]

How do you suggest navigating institutional procedures for space (re)design requests? What local considerations are crucial to consider? [notes]

What approaches are most persuasive in convincing stakeholders (from students to administration) of the infrastructures involved in/necessary for writing? [notes]

What opportunities does space provide for reconceiving writing instruction? [notes]

Other questions…? [notes]

Concluding thoughts Making space: The physical and digital spaces we use to produce, circulate, deliver, research, and teach writing shape our practices and our products. Architexture: The ways in which physical and digital spaces affect writing processes, instruction, and scholarship may not be obvious to administrators, students, or even our colleagues. We need to make explicit their influences and our needs.

Concluding thoughts Infrastructure: Local conditions matter. Infrastructure needs will vary by institutions, course, and program. Rhetoric of design: Pedagogical decisions should drive infrastructural decisions. The successful examples shared here started with an underlying philosophy of design and theory of composing.

Materials from this panel, including the notes we generated, will be available at: