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Active Learning Spaces
- 1. Jeffrey Ashley, Susan Frosten, Jeffrey Cepull, Jeffrey Klemens, Sherri Place & Tom Becker Lessons Learned from Planning & Implementing Active Learning Spaces
- 2. Our Mission Statement Philadelphia University is a student-centered institution that prepares graduates for successful careers in an evolving global marketplace.
- 3. A Strategic Plan to Support Our Mission • Formalizing our Signature Learning Approach • Developing Innovative Facilities
- 4. PHILADELPHIA UNIVERSITY NEXUS LEARNING™ The Four Tenets Collaborative Active Real World Infused http://www.philau.edu/nexuslearning/
- 6. Active Learning Space Initiative: The Model
- 7. The Design Phase 1. Identify Funds To Support the Project
- 8. The Design Phase 1. Identify Funds To Support the Project 2. Coordinate Stakeholders Stakeholders Involved
- 9. The Implementation Phase 3. Identify Faculty Champions
- 10. The Implementation Phase 3. Identify Faculty Champions 4. Involve Stakeholders Frequently
- 11. The Use/Assessment Phase 5. Create a Risk-Free Environment
- 12. The Use/Assessment Phase 5. Create a Risk-Free Environment 6. Assess Everything
- 13. The Iteration Phase 7. Promote Change
- 14. The Iteration Phase 7. Promote Change 8. Tout Your Success
- 15. Active Learning Space Initiative: 8 Stops 1. Identify Funds To Support the Project 2. Coordinate Stakeholders 3. Identify Faculty Champions 4. Involve Stakeholders Frequently 5. Create a Risk-Free Environment 6. Assess Everything 7. Promote Change 8. Tout Your Success
- 16. Thank You. Contact Us! Jeff Ashley, Director of the Center for Teaching Innovation and Nexus Learning E-Mail: AshleyJ@PhilaU.edu Phone: 215-951-2602 Web: http://www.philau.edu/nexuslearning/
Editor's Notes
- Welcome and Introduction by each panel member The intention of this presentation is leave you with an appreciation of the processes involved in planning, implementing, using and assessing active learning spaces.
- “Why did our institution want active learning spaces?”
- Creating a Center for Teaching Innovation & Nexus Learning Mission: A faculty resource supporting their experimentation and innovation with Nexus Learning Literature suggests that active and collaborative pedagogies, as compared to traditional lecturing, may enhance student engagement, motivation, retention, learning, and achievement. While Philadelphia University’s faculty members have embraced these Nexus Learning pedagogies that facilitate active and collaborative learning, the built environment of our traditional classrooms, and their associated technologies, have often limited the effectiveness.
- Rethink current classrooms, labs & new learning spaces to optimize Nexus Learning Approaches
- How could this inititative be financially supported? We successfully vied for an external grant (do we mention SC - it's obvious who it was?) in addition to making the pitch to board of trustees/other donors with the assistance of the Office of the President. The 'pitch' though was strategic and sustained. Early on, board members engaged in a team-based learning experience in a mock learning spaces that facilitated active and collaborative learning. Susan, perhaps talk to Jesse or Mike on their early strategies here. Do we also mention that the Dr. and Mrs. Spinelli felt so committed to this initiative that they contributed to it? This financial and cognitive support from the top may have built a stronger willingness to embrace this as an institutional priority (especially with it's alignment with our mission, the strategic plan, and CTINL)
- Designated a coordinator to shepherd this process was instrumental. With support from the Provost's Office a faculty member was given support for 1 year (stipend) to orchestrate the design, implementation and use/assessment phases.
- Faculty that were 'leading edge', early and constant adopters of active and engaged pedagogies were strategically asked to teach in these spaces. Training, workshops, just in time one on one help, building of a community of learners within a safe, no risk teaching space where experimentation and iteration was encouraged
- During the implementation phase (that period that ends with the design and before the opening of the active learning space, all stakeholders met frequently (weekly) to engage in productive and decisive processes while the spaces were being contructed. SH interacted with architects, contractors, etc. TOM - speak to why this was so productive and critical - gave everyone a voice in the process continually, there was a sense of communal ownership of the project, collaboration/comprisme, etc
- -Develop Pedagogical Strategies -Create a Risk Free Environment Evan Laine's quote "I stopped letting the room control me and I began to control the room - that's when it all started to happen"
- Concurrenlty in the USE phase, we assessed our learning spaces with various end goals. Early ethnographic observations and surveys targeted assessment of the use of space, technol, and furniture with an aim at addressing the issues of use/misuse/no use and devising support mechanisms to address these issues. Though evidence based literature exist support Active Learning Spaces and learning, we also administered the Post Occupancy Survey which allowed further faculty/student buy-in regarding the effectiveness of these spaces in enhancing student learning goals.
- We essentially gave faculty a pedagogical and technological NO RISK playground and encouraged experimentation (with help from the CTINL and OIR). As we iterate this, we want to be more intentional in designing learning experiences.
- Getting the word out both internally and externally is important for a wide range of stakeholders. Internally, this "PR" acts to build understanding of these spaces, future intentions, greater 'buy in'; Externally we begin can disseminate our story and be a model for others embarking on this process. Examples: Final Reports, Website, Presentations at Conferences, FLEXspace, hosting a Summer Symposium, etc Different delivery modes for faculty support must be create to foster even more excellence in teaching and learning in these room. CTINL support faculty monetarily thorugh Nexus Learning Grants to look at active and collaborative, often tech based, pedagogies.
- Summary: What Really Worked About Our Processes Mission-driven; supported strategic plan that found funding both internally and externally (and a plan for sustained funding) Designating a “facilitator” for the process (e.g. Active Learning Space Coordinator) to keep stakeholders on track/involved/goal-directed, and feeling involved in all phases of the process Identify, use, and recruit “leading edge” faculty to promote institutional buy-in Mindset: This is an iterative, constantly evolving, ‘always room to improve’ process that is risk free for faculty Assess everything and get your story out there. Mindset: This is an iterative, constantly evolving, ‘always room to improve’ process that is risk free for faculty