11 lessons learned: shaping structures for science the project kaleidoscope experience 1992 – 2009...
TRANSCRIPT
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LESSONS LEARNED: SHAPING LESSONS LEARNED: SHAPING STRUCTURES FOR SCIENCESTRUCTURES FOR SCIENCE
The Project Kaleidoscope Experience The Project Kaleidoscope Experience 1992 – 20091992 – 2009
Jeanne L. Narum, PKAL Director
Maryland Community College Facilities Planners Council Meeting
Howard Community College
June 1, 2009
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Percent
MondayTuesdayWednesdayThursdayFriday
Percent of Classroom in Use
Boston University
Utilization Measures
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Classrooms
Course Sections
50% Room Utilization
50% Room Utilization
75% Room Utilization
Increased number of course sections impacts student : faculty ratio, section size, or number of faculty
67% Room Utilization
Removing a classroom from the inventory potentially allows it to be reused for another function
40% Room Utilization
Utilization Measures
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Libraries
Emory University Cox Hall
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Informal Spaces
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Three PKAL/NSSE performance tests
Learning takes place in a community where faculty see students as partners in learning
Learning is personally meaningful and steeped in investigation from the first first course through capstone courses.
Learning takes place in a community where students collaborate with one another.
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Three PKAL/NSSE performance tests
Learning takes place in a community where faculty see students as partners in learning
Learning is personally meaningful and steeped in investigation from the first first course through capstone courses.
Learning takes place in a community where students collaborate with one another.
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PKAL 1: Learning takes place in a community where faculty see students as partners in learning
Mount Mercy College
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Typical classroom design affirms the authorityof faculty over knowledge
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2004 NSSE Report on the frequency of faculty-student interaction outside of class
All institutionsTop 5%
institutions
Student-faculty discussions of class material outside of class
Never 29% 10%
Sometimes 47% 43%
Often 17% 28%
Very Often 7% 19%
Student-faculty work on activities other than coursework
Never 51% 21%
Sometimes 29% 35%
Often 12% 22%
Very Often 8% 21%
Student-faculty research outside of course/program requirements
Never 16% 8%
Sometimes 55% 46%
Often 11% 7%
Very Often 18% 40%
Seniors
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Where on your campus do faculty and students associate outside of the classroom? Might the
provision of good learning spaces encourage such encounters?
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PKAL 2: Learning is personally meaningful and steeped in investigation from the very first courses
through capstone courses
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2004 NSSE Report on behaviors that enrich education experiences
All institutionsTop 5%
institutionsIndependent study or self-designed major
Have not decided 10% 2%Do not plan to 63% 47%Plan to do 9% 3%Done 18% 48%
Culmininating senior experience (comprehensive exam, capstone course, thesis project, etc.)
Have not decided 11% 1%Do not plan to 34% 7%Plan to do 28% 21%Done 27% 72%
Participation in a learning community or some other formal program where students take two or more classes together
Have not decided 15% 9%Do not plan to 58% 61%Plan to do 6% 3%Done 21% 27%
Seniors
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PKAL 3: Learning takes place in a community where students collaborate with one another
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2004 NSSE Report on the frequency of collaborative work outside of class
First-year students Seniors
All institutionsTop 5%
institutions All institutionsTop 5%
institutionsNever 15% 7% 8% 3%Sometimes 47% 31% 35% 27%Often 29% 37% 34% 41%Very Often 10% 26% 23% 29%
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Where on your campus do students work collaboratively? Might the provision of good learning spaces make a difference to this learning behavior?
Computing Center at Cox HallEmory University
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CENTRAL PKAL QUESTION:“In what ways might the structure we are planning become a physical expression of our vision for the
future of our institution?”
Loras College
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Messy, chaotic, on a journey, like a cafeteria, like a dressing room trying on ideas, noisy, no center of attention, playing with tools of the STEM practitioner, peer to peer learning, engaged… 2222
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Opportunities to collaborate, connect, communicate, use the tools of the trade, come to own their own learning… 2323
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Engaged learnersEngaged learners
How do people learn How do people learn best?best?
Not, in most cases, through lecturing, though far too many instructors continue this centuries’ old practice, and spaces accommodate such practices.
Effective learners are Effective learners are active & engaged active & engaged
with their learning.with their learning.
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Audit: Why Change?Audit: Why Change?
• Because I listen carefully to my students…
• Because I continue to ask myself what is working right and what does not seem to be working right
• Because I remember what worked for me when I was a student their age.
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THEN
Uni-disciplinary Single purpose spaces
Teacher-directed Passive learning
Independent learning Limited technologies
Focus on STEM majorsUnconnected
NOW
Multidisciplinary Multi-use / user spaces
Learner-centered Engaged learning
Collaborative learning Ubiquitous technologies
Focus on all studentsConnected
2121stst Century CenturyBoundary-Crossing AgentsBoundary-Crossing Agents
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PKAL’S VisionPKAL’S Vision…have access to robust learning experiences that motivate them to persist and succeed in the study of STEM fields so they are motivated to enter into careers in STEM fields, prepared for contemporary careers that require depth of understanding/literacy in regard to scientific, quantitative, and technological worlds, and equipped with the breadth of skills and capacities that empower them to be contributing members to our nation’s 21st century economy and democracy.