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  • 1. Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses
    Nancy H. DrydenShelley G. RosemanUniversity of Connecticut
    Fourteenth Off-Campus Library Services Conference
    1
  • 2. Today’s Presentation
    • Introduction
    • 3. Adapting the Learning Commons (LC) Model
    • 4. Literature Review
    • 5. University of Connecticut (UConn)/Homer Babbidge Library main campus project
    • 6. Regional Campuses/Regional Campus Libraries (RCL)
    • 7. Survey that includes other LC components
    • 8. Results of survey
    • 9. Next steps
    • 10. Planning at each campus
    • 11. Lessons Learned
    2
  • 12. Defining a “Regional Campus Libraries”
    National Center for Education Statistics (NCES):
    Permanent facilities within a “commuting distance” offering distinct majors and both undergraduate and graduate programs.
    ~ Brandt et al (2006)
    3
  • 13. Adapting the Learning Commons Model
    Baseline: University of Connecticut Learning Commons Project Team, 2007
    • Utilizing existing models to address the needs of urban, suburban, and rural campuses.
    • 14. Addressing the diverse needs of commuters and non-traditional learners as they breezed in and out of campus.
    • 15. Responding to demands for quiet and occasional group space for projects.
    • 16. Reinventing space while minimizing expenses.
    4
  • 17. Outcome of Literature Review: Learning Commons
    • 86% of college and university students were defined as commuter students - “that is, students not living in university-owned housing”
    ~ Tenhouse, 2002
    • “half the nation’s 20 million college students” are considered commuters~ Sloane, May 13, 2008
    • 18. there is a void in professional literature as it related to commuter campuses and the learning commons concept
    5
  • 19. Key Sources Reviewed
    “Information Arcade” at the University of Iowa (Lowry, 1994)
    “Learning commons” and “information commons” (Beagle, Russell, & Bailey, 2006)
    Intersection of content, technology, and services to support student learning.” (Lippincott, 2006)
    “Diversity within the Learning Commons” (Franks & Tosko, 2007)
    “Blended learning” (Garrison & Kanuka, 2004)
    Regional campus learning commons (Ohio University's News & Information, January 18, 2007)
    6
  • 20. Learning Commons Project: Main Campus
    • University of Connecticut is state flagship institution with over 29,000 students
    • 21. Homer Babbidge Library partnered with Institute for Teaching and Learning to build on existing elements
    • 22. Consolidated academic support services, created new learning spaces, support for Gen. Ed. requirements
    7
  • 23. Funding from Multiple Sources
    • Partnered with Foundation
    • 24. Campus partners provided equipment and furniture
    • 25. Library budget funded iStudios
    8
  • 26. Collaboration Station with bullet table
    Writing Center area
    9
  • 27. suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad
    10
    Greater Hartford
    rural, arts & humanities; 273 undergrads
    urban, civic & community engagement. 909 undergrads; 138 grad
    Long Island Sound,marine sciences /maritime studies. 713 undergrads; 38 grad
    urban, international, business, arts & sciences. 1,294 undergrads;
    492 grad
  • 28. Spring 2007
    • consultations with Learning Commons Project Team at the Main Campus
    • 29. “RCL Learning Commons Team” was formed
    Summer 2007RCL Goal: “to develop plans for transforming student learning spaces”
    Fall 2007RCL Project Plan- based on information gathering: conversations, environmental scans, site visits, campus presentations
    11
  • 30. January 2008
    • RCL Survey (Survey Monkey)
    • 31. 30 questions
    • 32. Collaboratively created by Student Services, Writing Center, IT departments
    • 33. Sections included: Research and Studying Environment, Library, Writing Center, Tutoring Services, Technology
    12
  • 34. Expected resources and services
    Preference in location when working on assignments
    What is valued when working on assignments?
    Satisfaction Levels
    Survey Themes
    Library
    Writing Center
    Tutoring Services
    Technology
    13
  • 35. What were the libraries looking for in a Learning Commons?
    14
  • 36. Campus-Wide Issues
    15
  • 37. Survey Results: Student Expectations
    16
  • 38. Planning and Next Steps
    collaborative learning
    weeding
    furnishings
    signage
    One-desk
    food and drink policies
    optimizingspace
    17
  • 39. Planning and Next Steps
    Aggressive weeding to open up space within the library,
    Increased collaborative learning opportunities,
    More lenient food and drink policies,
    Upgraded library terminals to include MS desktop applications software,
    One-desk service to replace traditional reference desks,
    Enhanced signage,
    Established collaboration with writing/tutoring centers,
    Upgraded furnishings, and
    Emphasis on optimizing space without undergoing extensive remodeling/construction.
     
    18
  • 40. Torrington Library
    19
    rural, arts & humanities; 273 undergrads
  • 41. Torrington Library
    20
    End panels from Stamford campus
  • 42. Greater Hartford Campus Library
    21
    suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad
  • 43. Avery Point Library
    22
    Long Island Sound,marine sciences /maritime studies 713 undergrads; 38 grad
  • 44. Waterbury Library
    23
    urban, civic & community engagement. 909 undergrads; 138 grad
    A classroom/math center becomes a multi-purpose room
    Future home of the “Media:scape”
  • 45. Stamford Library
    24
    Future home of 2 collaborative study rooms
    urban, international, business, arts & sciences. 1,294 undergrads;
    492 grad
  • 46. 25
    First Bullet Table
  • 47. Media:scape from Steelcase
    26
  • 48. 27
    Lessons Learned
    • Create a plan and gather quotes
    • 49. Window-shop
    • 50. Start small and work in stages
    • 51. Work with your development colleague$
    • 52. Evaluate your surroundings
    • 53. Stay in sync with your campus
    • 54. Be flexible: needs evolve constantly
    • 55. Don’t buy furniture that can’t be moved around/repurposed
    • 56. Remember, commuters need quiet
    • 57. You can never have too many study rooms
    “…like politics all information commons are local” --- Forrest & Halbert
    http://www.realcostofprisons.org/comix/brodsky/if-you-build-it-they-will-come.html
  • 58. Beagle, D. R., Russell, D., & Bailey, B. T. (2006). The information commons handbook..New York: Neal Schuman.
    Brandt, J., Frederiksen, L., Schneider, T., & Syrkin, D. (2006). The face of regional campuslibraries and librarianship. Journal of Library Administration, 45(1/2), 37.
    Lowry, A. K. (1994). The information arcade at the University of Iowa. CAUSE/EFFECT, 17(3), Retreived December 14, 2009, from http://net.educause.edu/ir/library/text/CEM9438.txt
    Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105
    Lippincott, J. K. (2006). Linking the information commons to learning spaces. In D. Oblinger G. (Ed.), Learning spaces. Retrieved December 12, 2009, fromhttp://www.educause.edu/ir/library/pdf/PUB7102g.pdf
    Sloane, W. (May 13, 2008, Views: The bachelor's degree is obsolete? Inside Higher Ed, Retrieved December 6, 2009, from http://www.insidehighered.com/views/sloane/sloane20
    Tenhouse, A. M. (2002). Commuter students. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 451). New York: Macmillan Reference USA. Retrieved December 14, 2009, from Gale Virtual Reference via Gale http://tinyurl.com/ycwqalc
    University of Connecticut Learning Commons Project Team. (2007). Learning commons project report. Unpublished.
    28
  • 59. 29
    Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses
    University of Connecticut
    Nancy H. Dryden
    nancy.dryden@uconn.eduShelley G. Rosemanshelley.roseman@uconn.edu