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Lots of empty spaces; glass; open to public; different types of seat arrangement and sizes of table

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bright color; open spaces; sense of group

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semi-transparent glass: open while be aware of the privacy and leave space for individual

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Whiteness and cornhole

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Demolishing brick and old buildings

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The campus is so clean and so well attended — where does that end?

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what does open mean?
Open the public but always being watched, such as the security guard walking around the perimeter while I engaged with the activity.

What would it feel like or mean to sit in this space/place for several hours? To watch and be watched.

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It would be interesting to see another group of people take these images and build and reflect on them.

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This scene in google maps

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What would it mean to step away from the space and allow the community to take a turn? Perhaps we can spark the initial conversation but have the ability to walk away

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Design prompts for conversation starters and drop them on tables in The Forum and Dear Mama whenever we come here to work. This helps us take ownership of making the space a curricular site, and as members of the Columbia community fostering engagement with West Harlem residents.

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Ways to learn about place and histories of spaces 

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Ways to learn about place and histories of spaces 

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The cycle of acquire (land), design (a new thing), demolish (what is there already), construct (the new thing) Is compelling to me as a way to think and learn about the spaces/places we currently occupy.
One idea is to create a curriculum or similar guided activity for members of the community or nearby schools where we engaged with prompts similar to the ones Raquel created for us today.  Use engagement and being in this space as a way to reflect on its histor(ies).  (katie newhouse)

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Deaths of youth in buildings across Bway

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Deaths of youth in buildings across Bway

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When the Jerome Greene Bldg went up, there was a New Yorker article about recent gun deaths of promising youth in the apt buildings across Bway. The divisions of life, security, danger and opportunity across the street have to be part of the history and meanings of the space.

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Curriculum to Shed Light on and Recognize the history of the space and the value of the neighborhood

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Curriculum to Shed Light on and Recognize the history of the space and the value of the neighborhood

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Bring students from local schools to the space and have them engage in a similar activity to what we did?

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In many ways, the community has been lost, people have been displaced. However, what would it mean still imagine the space as having possibilities for being inclusive? Is that possible? How can you work to ensure that the space, in how it is constructed becomes truly "open to the public"

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Keep using the sidewalk where we recorded our thoughts as way to pose questions that people might engage with when stopped at the light in their car.

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Through recording our observations on the sidewalk, we created a site for learning and engagement. What would it mean as curriculum designers to make other public sites places for learning and connecting to place?

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Art / poetry panel pedagogy - see art panels at 125tg 2/3 stop and these poetry panels over at riverside park

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Make Trail stops around Manhattanville that invite people to interact and react to the space as it relates to curriculum. (Inspired by Math Trails article linked here)

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let’s ask Wallace Gallery to install panels at the intersection so there is something for cars to view w hen the stop at the two traffic lights

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Asphalt, pavement and stones

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Is saying it’s open to the community public enough when the building has the Columbia insignia everywhere? Does the insignia signify exclusion?