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  1. 1. 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 />
  2. 2. Today’s Presentation<br /><ul><li>Introduction
  3. 3. Adapting the Learning Commons (LC) Model
  4. 4. Literature Review
  5. 5. University of Connecticut (UConn)/Homer Babbidge Library main campus project
  6. 6. Regional Campuses/Regional Campus Libraries (RCL)
  7. 7. Survey that includes other LC components
  8. 8. Results of survey
  9. 9. Next steps
  10. 10. Planning at each campus
  11. 11. Lessons Learned</li></ul>2<br />
  12. 12. 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 />
  13. 13. 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.
  14. 14. Addressing the diverse needs of commuters and non-traditional learners as they breezed in and out of campus.
  15. 15. Responding to demands for quiet and occasional group space for projects.
  16. 16. Reinventing space while minimizing expenses.</li></ul>4<br />
  17. 17. 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
  18. 18. there is a void in professional literature as it related to commuter campuses and the learning commons concept</li></ul>5<br />
  19. 19. 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 />
  20. 20. Learning Commons Project: Main Campus<br /><ul><li>University of Connecticut is state flagship institution with over 29,000 students
  21. 21. Homer Babbidge Library partnered with Institute for Teaching and Learning to build on existing elements
  22. 22. Consolidated academic support services, created new learning spaces, support for Gen. Ed. requirements</li></ul>7<br />
  23. 23. Funding from Multiple Sources<br /><ul><li>Partnered with Foundation
  24. 24. Campus partners provided equipment and furniture
  25. 25. Library budget funded iStudios</li></ul>8<br />
  26. 26. Collaboration Station with bullet table<br />Writing Center area<br />9<br />
  27. 27. suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad<br />10<br />Greater Hartford<br />rural, arts & humanities; 273 undergrads<br />urban, civic & community engagement. 909 undergrads; 138 grad<br />Long Island Sound,marine sciences /maritime studies. 713 undergrads; 38 grad<br />urban, international, business, arts & sciences. 1,294 undergrads;<br /> 492 grad<br />
  28. 28. Spring 2007<br /><ul><li>consultations with Learning Commons Project Team at the Main Campus
  29. 29. “RCL Learning Commons Team” was formed</li></ul>Summer 2007RCL Goal: “to develop plans for transforming student learning spaces”<br />Fall 2007RCL Project Plan- based on information gathering: conversations, environmental scans, site visits, campus presentations<br />11<br />
  30. 30. January 2008<br /><ul><li>RCL Survey (Survey Monkey)
  31. 31. 30 questions
  32. 32. Collaboratively created by Student Services, Writing Center, IT departments
  33. 33. Sections included: Research and Studying Environment, Library, Writing Center, Tutoring Services, Technology</li></ul>12<br />
  34. 34. 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 />
  35. 35. What were the libraries looking for in a Learning Commons?<br />14<br />
  36. 36. Campus-Wide Issues<br />15<br />
  37. 37. Survey Results: Student Expectations<br />16<br />
  38. 38. 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 />
  39. 39. 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 />
  40. 40. Torrington Library<br />19<br />rural, arts & humanities; 273 undergrads<br />
  41. 41. Torrington Library<br />20<br />End panels from Stamford campus<br />
  42. 42. Greater Hartford Campus Library<br />21<br />suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad<br />
  43. 43. Avery Point Library<br />22<br />Long Island Sound,marine sciences /maritime studies 713 undergrads; 38 grad<br />
  44. 44. Waterbury Library<br />23<br />urban, civic & community engagement. 909 undergrads; 138 grad<br />A classroom/math center becomes a multi-purpose room<br />Future home of the “Media:scape”<br />
  45. 45. Stamford Library<br />24<br />Future home of 2 collaborative study rooms <br />urban, international, business, arts & sciences. 1,294 undergrads;<br /> 492 grad<br />
  46. 46. 25<br />First Bullet Table<br />
  47. 47. Media:scape from Steelcase<br />26<br />
  48. 48. 27<br />Lessons Learned<br /><ul><li>Create a plan and gather quotes
  49. 49. Window-shop
  50. 50. Start small and work in stages
  51. 51. Work with your development colleague$
  52. 52. Evaluate your surroundings
  53. 53. Stay in sync with your campus
  54. 54. Be flexible: needs evolve constantly
  55. 55. Don’t buy furniture that can’t be moved around/repurposed
  56. 56. Remember, commuters need quiet
  57. 57. 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 />
  58. 58. 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 />
  59. 59. 29<br />Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses<br />University of Connecticut<br />Nancy H. Dryden<br />nancy.dryden@uconn.eduShelley G. Rosemanshelley.roseman@uconn.edu <br />