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
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.
Addressing the diverse needs of commuters and non-traditional learners as they breezed in and out of campus.
Responding to demands for quiet and occasional group space for projects.
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
there is a void in professional literature as it related to commuter campuses and the learning commons concept
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
Collaboration Station with bullet table Writing Center area 9
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
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
Collaboratively created by Student Services, Writing Center, IT departments
Sections included: Research and Studying Environment, Library, Writing Center, Tutoring Services, Technology
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
What were the libraries looking for in a Learning Commons? 14
Planning and Next Steps collaborative learning weeding furnishings signage One-desk food and drink policies optimizingspace 17
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.
Torrington Library 19 rural, arts & humanities; 273 undergrads
Torrington Library 20 End panels from Stamford campus
Greater Hartford Campus Library 21 suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad
Avery Point Library 22 Long Island Sound,marine sciences /maritime studies 713 undergrads; 38 grad
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”
Stamford Library 24 Future home of 2 collaborative study rooms urban, international, business, arts & sciences. 1,294 undergrads; 492 grad
“…like politics all information commons are local” --- Forrest & Halbert http://www.realcostofprisons.org/comix/brodsky/if-you-build-it-they-will-come.html
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
29 Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses University of Connecticut Nancy H. Dryden email@example.comShelley G. Rosemanshelley.firstname.lastname@example.org