Lennie Scott-Webber, PhD
PROFESSIONAL SUMMARY Dr. Lennie Scott-Webber is a Thought leader in the research and design of learning places and space, with a profound belief in the evidence that the design of space matters for learning outcomes, and passionate about the unanswered solutions that leave students behind in their learning. Has pioneered research strategies addressing how the design of the built environment impacts learning and learning outcomes, developing pre- and post-occupancy evaluation instruments, and designed future-focused, evidence-based design applications working with experts in the design community, districts and post-secondary institutions. Co-developed one of the first web-based, research-informed, universal designed focused, learner-centered Performance Design Standards for all learning places on Virginia Tech’s campus impacting over 37,000 students. Formally, the founding Director of Education Environments Globally for Steelcase Learning leading research, acting as a future strategist, leading application designs, and providing supporting research culminating in four award-winning products for learning places. Currently, acts as the owner/principal of INSYNC: Education Research + Design consulting, applying Environment-Behavior psychology and design thinking insights targeted toward learning and learning places. Has developed curricula and content, and acts as the Program Director for EDmarket’s ECLPS professional certification program bridging the domains of design, education, and industry partners offering evidence-based, future-focused best practices for learning experiences integrating the Networked Learning Ecosystem. Dr. Scott-Webber is well published, offers keynotes, plenary, and interactive workshops, and consultancy opportunities relative to design for learning, researching of the same, and leadership strategy coaching. Currently, a Board member for Education Market Association’s A/D Council, Reimagine American Schools, and Advisory Member for CAUSE Design Research Advisory Group. Retired as a full professor, a former chair of two design schools – one in Canada and one in the USA, a former member of: AIA/CAE’s Research Think Tank, BOD of Green Schools National Network, and founding board member of DEAC – Dean’s Education Advisory Council – Faculty of Education, Simon Fraser University, BC, Canada. In 2023 , “Dr. Lennie” received the David McCurrach’s Distinguished Service Award form EDmarket; holds a PhD in Environment-Behavior Psychology, MS in Interior Design, Minor in Gerontology, Cognate in Human Factors Engineering, and BFA in Fine Art.
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albeit at a glacial pace. These new designs show some of the shifting
paradigms relative to making learning more student-focused. Changes
include larger square footage within the formal learning place, formerly
called the classroom. The term “classroom” now has a new set of naming
conventions such as “pod,” “fort,” “learning suite,” etc., all to begin
encouraging active learning behaviors at high levels of student academic
engagement. While these formal learning places still need work, some
progress is being made.
happens, in all its social complexity. This statement is the premise of the
article “Making Space for Learning” (Gonzalez, P.G., Noh, D. & Wilson, D., 2022),
members of the Project Zero team (PZ) who conducted a literature review
looking to connect teaching practices, learning, and design. The authors
questioned, “To what degree are the spaces in which we learn designed with
learning in mind?” This team examined what is known about the qualities of
spaces supporting learning, offering guiding principles for designers of learning
spaces to consider, and highlighting teachers’ pedagogical choices within
spaces as the most important factor impacting student learning outcomes.