dissertation defense susan j. wolff september 7, 2001 dr. george h. copa, major professor
TRANSCRIPT
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Dissertation DefenseDissertation Defense
Susan J. Wolff
September 7, 2001
Dr. George H. Copa, Major Professor
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Dissertation TitleDissertation Title::
Sustaining Systems of Relationships: The Essence of the Physical Learning Environment that Supports and Enhances Collaborative,
Project-based Learning at the Community College Level
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Table of ContentsTable of Contents
Chapter 1 ….. Focus and Significance of the Study
Chapter 2 ….. Review of Related Literature
Chapter 3 ….. Design of the StudyChapter 4 ….. Findings and
Analysis of Phase I
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Table of ContentsTable of Contents
Chapter 5 ….. Findings and Analysis of Phase II
Chapter 6 ….. Findings and Analysis of Phase III
Chapter 7 ….. Understandings and Future Research
BibliographyAppendices
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Significance of the StudySignificance of the Study
Roles and responsibilities of work, family, community, and personal life are changing in response to:
– Globalization
– Transition from the industrial age to a knowledge age
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Significance of the StudySignificance of the Study
– Diverse and multi-cultural living and work environments
– Fast-paced, fragmented, and
changing societal norms and
structures
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Significance of the StudySignificance of the Study
– Need for continual learning of new skills and abilities to keep pace with the accelerated rate of change
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Sample of Learning Sample of Learning Expectations Expectations
That address changing roles and responsibilities:
– Gathering, analyzing, and using
information
– Anticipating and handling change
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Sample of Learning Sample of Learning ExpectationsExpectations
– Working in high-performance teams
– Thinking in terms of systemic outcomes
– Using effective communication
skills
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Sample of Learning Sample of Learning
Expectations Expectations
– Taking action to improve communities
– Managing resources
– Providing leadership
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Sample of Learning Sample of Learning ExpectationsExpectations
– Respecting others and valuing
diversity
– Taking responsibility for one’s
own learning
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Collaborative Learning ProcessCollaborative Learning Process
Provides Learning of:• Content• Critical thinking• Problem solving• Teamwork
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Collaborative Learning ProcessCollaborative Learning Process
• Negotiating
• Reaching consensus
• Social and academic
development
• Sense of community
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Project-Based LearningProject-Based Learning
Provides relevancy, value, and meaning
Provides learning of:
• Value of relationships and
partnerships
• Communication skills
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Project-Based LearningProject-Based Learning
• Higher order thinking skills such
as critical thinking and solving
problems
• Use of technology and tools
• Importance of lifelong learning
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Focus of the StudyFocus of the Study
Identify and describe the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level
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Focus of the StudyFocus of the Study
Gain an understanding of the
rationale for the selection of the
desired features of the physical
learning environment of
community colleges
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Why Look at Physical Why Look at Physical Environments ?Environments ?
Majority of community college
facilities were built in the 1960’s
Billions of dollars are being spent for
renovations and replacements
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Why Look at Physical Why Look at Physical Environments ?Environments ?
Availability of research regarding how
design of college facilities supports
desired learning expectations and
processes is minimal and most of what
is available addresses K-12 facilities
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MethodologyMethodology
Phenomenology – to gain an
understanding of recommended
the design features and the
purpose and rationale of the
features.
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Design of the StudyDesign of the Study
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Phase I of the StudyPhase I of the Study
Sources of data:– Site visits– Internship
Data gathering strategies:– Observation– Participation– Note taking– Reflection
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Phase I of the StudyPhase I of the Study
Analysis process: – Text analysis
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Findings of Phase IFindings of Phase I
28 design features and their
descriptions and purposes of
the physical learning environment
were identified
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Findings of Phase IFindings of Phase I
4 preliminary categories of these design
features were determined:
– Learning group sizes
– Learning activities
– Adjacencies among the spaces
– Furnishings for the spaces
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Transition - Phase I to Phase IITransition - Phase I to Phase II
Phase I was introductory and exploratory
Findings from Phase I indicated need
for:
– Gaining greater understanding of
the two foci of the study
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Transition - Phase I to Phase IITransition - Phase I to Phase II
– Narrowing the focus to
collaborative, project-based
learning
– Concentrating the study at the
community college level
– Increasing the pool of participants
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Phase II of the StudyPhase II of the Study
Sources of data:– National and International Conferences
Data gathering strategies:– Observation– Participation– Note taking
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Phase II of the StudyPhase II of the Study
Data gathering strategies:
– Audio and electronic mail interviews
– Reflection
Analysis process:
– Text and audio analysis
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Findings of Phase IIFindings of Phase II
5 additional design features were identified
1 additional category of design feature
was identified
– psychological and physiological
support
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Findings of Phase IIFindings of Phase II
Renamed “Learning Activities” to
“Learning Activities/Learning Spaces”
Added depth and breadth to findings
Data more specific to community colleges
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Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase II began to concentrate on collaborative, project-based learning at the community college level; however, the data collected continued to have some Pre-K-12 influence
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Transition - Phase II to Phase IIITransition - Phase II to Phase III
The addition of personal interviews
as a means of collecting data
provided new perspectives to the
foci of the study and the data
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Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase III gave full attention to
physical learning environments that
support and enhance collaborative,
project-based learning specifically
at the community college level
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Transition - Phase II to Phase IIITransition - Phase II to Phase III
Phase III added three additional
methods for collecting data
Phase III modeled collaborative,
project-based learning
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Phase III of the StudyPhase III of the Study
Source of data:– Two-day design studio
Data gathering strategies:– Observation– Note taking– Audio and electronic mail interviews
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Phase III of the StudyPhase III of the Study
Data gathering strategies:– Participant journals– Participant materials and designs– Reflection
Analysis process: – Text, audio, and video analysis
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Findings from Phase IIIFindings from Phase III
11 additional design features were
identified resulting in a total of 44
features being identified from the study
that support and enhance collaborative,
project-based learning
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Findings from Phase IIIFindings from Phase III
1 more category of design feature was
added:
– Structural aspects
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Level One Analysis Level One Analysis of the Findingsof the Findings
Involved looking for commonalities
of function and design across all
44 features, resulting in the number
of features being reduced to 32
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Level One Analysis Level One Analysis of the Findingsof the Findings
Further analyzed the six preliminary
categories of features for
appropriateness, resulting in the
renaming of one category:
– learning activities/learning spaces
became functional spaces for learning
activities
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Level Two Analysis Level Two Analysis of the Findings:of the Findings:
The design features were clustered into the
following six categories:
– Group size
– Functional spaces for learning
activities
– Adjacencies
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Level Two Analysis Level Two Analysis of the Findings:of the Findings:
– Furnishings
– Psychological and physiological
support
– Structural aspects
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Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:
– What are the systems of
relationships among people
and spaces that support and
enhance collaborative,
project-based learning?
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Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:
– What are the core or “fixed”
elements of the design of the
physical learning
environment?
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Level Three Analysis Level Three Analysis of the Findings of the Findings
Areas of further research:– How can we prepare community
colleges to adopt collaborative, project-based learning approaches and assist in the design of physical learning environments that support this learning process?
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Alexander, C. (1979). Alexander, C. (1979). The Timeless Way of BuildingThe Timeless Way of Building
“Evidently, then, a large part of the
structure of a building consists of
patterns of relationships …the fact is
the elements themselves are patterns
of relationships …that actually repeats
itself and gives structure to a building”.