Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses<br />Nancy H. DrydenShelley G. RosemanUniversity of Connecticut<br />Fourteenth Off-Campus Library Services Conference<br />1<br />
Defining a “Regional Campus Libraries”<br />National Center for Education Statistics (NCES):<br />Permanent facilities within a “commuting distance” offering distinct majors and both undergraduate and graduate programs.<br /> ~ Brandt et al (2006) <br />3<br />
Adapting the Learning Commons Model<br />Baseline: University of Connecticut Learning Commons Project Team, 2007<br /><ul><li> 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.
Reinventing space while minimizing expenses.</li></ul>4<br />
Outcome of Literature Review: Learning Commons<br /><ul><li> 86% of college and university students were defined as commuter students - “that is, students not living in university-owned housing”</li></ul>~ Tenhouse, 2002 <br /><ul><li>“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</li></ul>5<br />
Key Sources Reviewed<br />“Information Arcade” at the University of Iowa (Lowry, 1994)<br />“Learning commons” and “information commons” (Beagle, Russell, & Bailey, 2006)<br />Intersection of content, technology, and services to support student learning.” (Lippincott, 2006)<br />“Diversity within the Learning Commons” (Franks & Tosko, 2007) <br />“Blended learning” (Garrison & Kanuka, 2004)<br />Regional campus learning commons (Ohio University's News & Information, January 18, 2007)<br />6<br />
Learning Commons Project: Main Campus<br /><ul><li>University of Connecticut is state flagship institution with over 29,000 students
Homer Babbidge Library partnered with Institute for Teaching and Learning to build on existing elements
Consolidated academic support services, created new learning spaces, support for Gen. Ed. requirements</li></ul>7<br />
Funding from Multiple Sources<br /><ul><li>Partnered with Foundation
Campus partners provided equipment and furniture
Collaboratively created by Student Services, Writing Center, IT departments
Sections included: Research and Studying Environment, Library, Writing Center, Tutoring Services, Technology</li></ul>12<br />
Expected resources and services<br />Preference in location when working on assignments<br />What is valued when working on assignments?<br />Satisfaction Levels<br />Survey Themes<br />Library<br />Writing Center<br />Tutoring Services<br />Technology<br />13<br />
What were the libraries looking for in a Learning Commons?<br />14<br />
Planning and Next Steps<br />collaborative learning <br />weeding<br />furnishings<br />signage<br />One-desk<br />food and drink policies<br />optimizingspace<br />17<br />
Planning and Next Steps<br />Aggressive weeding to open up space within the library,<br />Increased collaborative learning opportunities,<br />More lenient food and drink policies,<br />Upgraded library terminals to include MS desktop applications software,<br />One-desk service to replace traditional reference desks,<br />Enhanced signage,<br />Established collaboration with writing/tutoring centers, <br />Upgraded furnishings, and <br />Emphasis on optimizing space without undergoing extensive remodeling/construction.<br /> <br />18<br />
You can never have too many study rooms</li></ul>“…like politics all information commons are local” --- Forrest & Halbert<br />http://www.realcostofprisons.org/comix/brodsky/if-you-build-it-they-will-come.html<br />
Beagle, D. R., Russell, D., & Bailey, B. T. (2006). The information commons handbook..New York: Neal Schuman.<br />Brandt, J., Frederiksen, L., Schneider, T., & Syrkin, D. (2006). The face of regional campuslibraries and librarianship. Journal of Library Administration, 45(1/2), 37.<br />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<br />Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105<br />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<br />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<br />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<br />University of Connecticut Learning Commons Project Team. (2007). Learning commons project report. Unpublished. <br />28<br />
29<br />Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses<br />University of Connecticut<br />Nancy H. Dryden<br />email@example.comShelley G. Rosemanshelley.firstname.lastname@example.org <br />
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