架构师提供的文本描述。洛兰县社区学院(LCCC)的课程重新设计计划(LCCC)是在校园范围内努力研究更高效、更有效的师生互动方式。2009年，LCCC聘请Sasaki开发教学空间的原型设计，以支持这一举措。这些各种设计研究的发现在iLOFT大楼中得到了成果，佐佐木在那里对LCCC以前的图书馆进行了重大改造，将其改造成一个充满活力和创新的教学环境。

Text description provided by the architects. The Course Redesign Initiative at Lorain County Community College (LCCC) is campus-wide effort to examine more efficient and effective ways for students and faculty to interact. In 2009, LCCC engaged Sasaki to develop prototypical designs for teaching and learning spaces to support the initiative. The discoveries of these various design studies were brought to fruition in the iLOFT building where Sasaki undertook a major renovation of LCCC's former library, transforming it into a dynamic and innovative teaching and learning environment.

 © Scott Pease

C.斯科特·皮斯

该项目最可持续的组成部分发生在设计开始之前很久。当学院最初接触时，佐佐木被告知该项目将被安置在校园边缘的一座新建筑中。相反，佐佐木推荐了一个全面的校园总体规划和空间利用研究。研究结果表明，通过对现有建筑的一系列改造，再加上更好的课时安排，没有必要建造新的建筑。因此，iLOFT成为一个翻新项目，而不是新的建筑，导致的工作在环境和经济上都比原来的建议更可持续。

The most sustainable component of this project occurred long before design commenced. When initially approached by the college, Sasaki was told that the program would be accommodated in a new building to be constructed at the edge of the campus. Instead, Sasaki recommended a comprehensive campus master plan and space utilization study. The results of this study showed that through a sequence of renovations to existing buildings coupled with better classroom scheduling, it was not necessary to construct a new building. The iLOFT thus became a renovation project rather than new construction, resulting in work that was significantly more sustainable—both environmentally and economically—than the original proposal.

 © Scott Pease

C.斯科特·皮斯

佐佐木与学院广泛合作，调查全国各地教学空间的最新创新。利用这些先例，该小组随后与广泛的教职员工和行政人员合作，以确定如何在校园内进行教学和学习，以及就最佳支持这些活动的空间类型而言，这意味着什么。由此产生的设计安排教室，或工作室，两侧的建筑物沿一个灵活的酒吧。这一栏的空间允许隔开房间的墙壁很容易搬迁，使大学能够在学期休息期间调整教室的大小。在这些教室的正外有各种各样的开放和封闭的小组自修室，可以供学生作为非正式的学习空间，也可以供教师在课堂上进行分组讨论。

Sasaki worked extensively with the college to survey the latest innovations in instructional spaces throughout the country. Using these precedents, the team then collaborated with a broad spectrum of faculty and administrators to determine how teaching and learning was occurring on campus and what it meant in terms of the types of spaces that best support these activities. The resultant design arranges the classrooms, or studios, flanking both sides of the building along a flexible bar. This bar of space allows the walls dividing the rooms to be easily relocated, enabling the college to resize classrooms during the semester break. Directly outside these classrooms are a variety of open and enclosed group study rooms that can either be used by students as informal study spaces or by instructors for breakout discussion groups during class time.

 © Scott Pease

C.斯科特·皮斯

这些教室和集体学习空间围绕着一个学习共享空间-一个技术丰富的学习空间，让学生和教师能够协作和访问基于网络的数据库以及所有的大学图书馆材料。一套教员办公室和辅助教员工作站固定在大楼的一端，学生休息室固定在另一端。

These classrooms and group study spaces surround a learning commons—a technology-rich study space that allows students and faculty to collaborate and access web-based databases as well as all college library materials. A suite of faculty offices and adjunct faculty workstations anchors one end of the building and a student lounge anchors the other.

 © Scott Pease

C.斯科特·皮斯

iLoft是一个充满活力的学习环境，它将学习扩展到课堂以外，并促进师生之间的协作和互动。

The iLoft is a highly energized learning environment that extends learning beyond the classroom, and fosters collaboration and interaction between faculty and students.