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Science Programming Initiative

Linfield graduates emerge from our science, technology and math programs prepared to confront the challenges of our time. Our students are inspired by the dedicated faculty who teach rigorous courses and work side-by-side with them, conducting research with real-world impact. This preparation means many of our graduates earn advanced degrees from outstanding doctoral and medical programs.

Our once state-of-the-art science facilities have served us well, but they were designed for science in a different era. Because of the growing interest in the sciences and the needs of our students, we must redesign our existing space to meet new scientific trends. We must also add a new building with flexible, forward-looking labs and classrooms to support interdisciplinary courses, labs and research. Our new spaces will be adaptable to meet the needs of current faculty, as well as those teaching 20 years down the road.

We want our science facilities to bring together students and faculty to share facts, ideas, stories and creative visions.

As we invest in the future of the sciences at Linfield, we are considering how Linfield's vision of science education, and how new science facilities, can help build a more robust scholarly community. To do this, we must have a rich conversation about the future of science at Linfield that includes professors, administrators, trustees of the college, and friends in the community.

If you are interested in participating in the conversation, if you would like more information about science programming at Linfield, please contact ????.


We want all Linfield students to be science literate. All Linfield graduates should know how to separate fact from fiction in a media landscape dominated by opinion. Critical thinking, data analysis and communication are essential scientific skills for scientists and non-scientists alike.

We must prepare future scientists, physicians, engineers and computer scientists. Science education is about doing science, not just learning about science. And learning how to communicate science to the general public is crucial.

We must keep abreast of cutting-edge science. Our professors are implementing programs that meet the needs of the larger scientific community.

We want our science majors to experience interdisciplinary learning. Collaboration is critical to address issues that do not neatly fit into any single discipline.

We want our science majors to collaborate in research with faculty mentors.


Learning Spaces Collaboratory is led by founder Jeanne Narum, who has spent over two decades focused on integrating planning of the undergraduate learning environment: physical, intellectual, and social.

SRG Partnership, Inc. is an architecture firm based in Portland, who has designed numerous science facilities for colleges and universities.

Research Facilities Design specializes in the programming and design of laboratory facilities for college and university, industry and governmental clients.



2015  Steering Committee tours seven recently-built regional science facilities. SRG and RFD begin space planning.

2014  Science Programming Retreat with Jeanne Narum and SRG. Summer working groups met. Call for proposals issued. Follow up retreat with Jeanne Narum, SRG, RFD and Vantage. Faculty brainstorm sessions continue.

2013  Internal STEM Retreat. Faculty brainstorm sessions begin.

2007  Project Kaleidescope (PKAL) Science Facilities Planning Process

Science Programming Steering Committee Members

Susan Agre-Kippenhan, Vice President for Academic Affairs/Dean of Faculty
Elizabeth Atkinson, Professor of Chemistry
Michael Crosser, Professor of Physics
Tomika Dew,
Christopher Gaiser, Associate Dean of Faculty/Professor of Biology
Catherine Jarmin-Miller, Director of Foundation & Corporate Relations
Anne Kruchten, Professor of Biology
Mary Ann Rodriguez, Vice President for Finance and Administration/Chief Financial Officer