higher education learning spaces: steps to success (287317046)

8/20/2019 Higher Education Learning Spaces: Steps to Success (287317046)

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Higher Education Learning Spaces:Steps to Success

• Paul B. Czarapata – Kentucky Community !echnical

College System• "oseph #a$is – Elon %ni$ersity

• #oyle &riskney – %ni$ersity o' Kentucky

• Kelly (eimer – Elon %ni$ersity

)



Pre*con'erence +n'ormation#eck

• !his slide deck ,as assem-led to

gi$e you some -ackgroundin'ormation regarding learningspaces to help 'acilitate ourdiscussion



!raditional Lecture Classroom

/

• %sed 'or centuries• Su-0ect matter e1pert• 2Sage on the Stage3

• &ocus on instructor

• Colla-oration is arduous4Brand5 6678

• !echnology is not integral to

learning• (ein'orce content

presented

• Lack o' ideal physical

conditions•



Space design guides interaction

Ed,ard !. Hall 4)78 * !he Hidden #imensi



Collaborative Classroom

• +nstructor as a guide

•

;cti$e Learning Classroom4;LC8

• Le$erages appropriatetechnology

• Physical conditionsintentionally designed

<



Best practices in Colla-orati$e Space

• SC;LE*%P 4Beichner5 66=8•

!E;L 4Brooks5 6)8• !+LE 4>an Horne5 6)8• Classroom.?E@! 4Collier et. al5 6))8• ;cti$e Learning Classrooms 4Brooks5 6)8• LearnLa- 4Steelcase5 6)/8



A

Common 'eatures – Lighting – no cool ,hite uorescent

– Colors

– !echnology 4i&i5 &latscreens5 microphone5 ;>sharing8

–

(ound ta-les 9 chairs ,ith casters – &loor treatments



2!he main thing the room does – itchanges the relationship that 'aculty

ha$e ,ith students5 and therelationship that students ha$e ,ithone another.3

* &aculty mem-er speaking a-out the %ni$ersity o' Dinnesota ;cti$eLearning Classrooms 4Brooks5 6)8

=



(ationale 'or Pro0ect

• !o1ic mi1 in Kentucky Higher Education – #ecreasing state appropriations

– #ecreasing enrollment

– +ncreasing costs

• &ormalized programs needed to raise9retain'unds

– Student persistence 4retention8 -ecomes top priority

– hat inter$entions can potentially impro$e

outcomesF

– +ncrease )G persistence is appro1imately ).<m

7

Student persistence is deIned as the Ja-ility o' an institution to retain a student 'rom admissiothrough graduation 4diploma or certiIcate8 or trans'er 4Seidman5 66<8.



Learning Spaces (esearch

• !he common theme o' learning spaces highlights theimpact o' collaboration and social learning in )st century learning en$ironments 4-linger5 66<Chism5 668.

• Brooks 46)8 – learning spaces shape on-taskstudent behavior – #iMerent spaces are suited to diMerent acti$ities

• &isher 466<8 * the physical learning space layout

works best ,hen it can -e adjusted -ased upon thetype o' teaching -eing per'ormed

• Steelcase 46)/8 * Learning spaces ha$e -een sho,nto positively impact student interaction ,ith'aculty and classmates

)6



Persistence and t,o*yearcolleges

• Community colleges ha$e a more complicated andargua-ly diNcult student persistence path,ay -ecausethey are likely to attract students ,ho are less*collegeready than those ,ho are a-le to attend the 'our*yearsector 4Hagedorn5 6)68.

• Bra1ton5 et al. 46)8 states that appro1imately O<G o'students enrolled in t,o*year colleges depart duringtheir Irst year.

• Dany community colleges are nonresidential ,ithstudents ,ho are older5 employed ,hile in college5 andha$e multiple o-ligations constraining theirin$ol$ement and connection ,ith the institution5classmates5 and 'aculty ,hich makes increasing

persistence diNcult to achie$e 4!into (usso5 )77O8. ))



Learning Spaces Persistence

•

-linger 4668 * ,ell*designed learning spacesand ena-ling technologies encourage studentsto spend more time on campus5 increasingengagement and impro$ing persistence rates

•

;mirul 46)85 Hall 4)77685 and Datai 466A8argue the design o' the physical en$ironmenthas a signiIcant eMect on the -eha$ior o'students and in turn5 can 'orm a particular socialorganization through student interactions.

• !here is a gro,ing recognition that learning isenhanced ,hen students are acti$ely in$ol$ed inlearning and ,hen they are placed in situationsin ,hich they share learning in some connected

manner 4;stin5 )77A8. )



Persistence5 Connection5 andEngagement

• !into 4)7=A8 argues a lack o' engagement ,ith classmates and'aculty is a nota-le pro-lem and has a direct correlation ,ithpersistence

•

Bra1ton 46668 'ound students do not typically lea$e college-ecause o' -ad grades5 they lea$e due to lack o' engagementon campus

• ;stin 4)7A<8 contends that residency during school and e1tra*curricular acti$ities ha$e direct ties to student persistence

rates. This is not possible at the institutions withinKCTCS.

• (eynolds 466A8 'ound a positi$e association -et,een thecampus en$ironment9'acilities and the impact on student

persistence )/



Literature (e$ie,

Summary• ell designed learning spaces can enhance

student connection5 engagement5 colla-oration

•

Literature sho,ed connection and colla-oration,ith institution5 classmates5 and 'aculty areimportant components in student persistenceeMorts

•

Learning spaces that enhance studentengagement5 connection5 and colla-oration canha$e a positi$e impact on student persistencerates

)O



Scope 9 (esearch Sample

• &aculty President at t,o institutions inthe Kentucky Community !echnicalCollege System 4KC!CS8

• Sur$ey Sample o' <6O 'aculty and ad0uncts

– AO responses – )O.=G response rate

•

+nter$ie,s ,ith thirteen 'aculty and t,ocollege presidents

)<



Sur$ey &indings Part ). Personal

!his section captured data a-out the'aculty mem-ers classroom5administrati$e support5 and general

'acilities related Questions.

– 80% always or often assigned to a lecture classroom

– O=G al,ays or o'ten had classrooms that could -e conIgured'or group seating

– 61% of the faculty indicated the learning space they teach inalways or often inuence their pedagogical style

– <6G stated their administrators al,ays support lectureclassrooms

)



Sur$ey &indings Part ++. !eaching Strategies and !echniQues

+n this section 'aculty descri-edho, they taught in their classroom

– 71% always or often use lecture as their instructionalmethod

– /G al,ays or o'ten use group pro0ects and not lectures

– 80% often or sometimes assign group projects and assignindividual grades

– =/G indicated they ne$er record lectures and askstudents to listen prior to class

)A



Sur$ey &indings Part +++. &acility #esign

and Students !his section e1plored 'acultyperception o' students ,orking in

groups.

– 65% always or often had spaces designed for group or team

collaboration

– 7% thought students always or often use the studentlounge for collaboration

– 67% responded students always or often wor! in the libraryfor collaboration

– OAG indicated students al,ays or o'ten use the hall,ays 'orcolla-oration

)=



Sur$ey &indings Part +>. orking ,ith 'aculty

!his section o' captured the 'acultye1periences regarding lecture -asedinstruction5 group9team learning5

possi-le impacts to studentpersistence5 and the speciIc classroomspace.

– 7"% responded that student#centered collaborative instructionwas always or often e$ective in improving studentengagement and persistence

– 6G al,ays or o'ten used group9team colla-orati$e instruction

– )G sometimes used group9team colla-orati$e instruction

– 55% felt that lecture instruction was always or often e$ectivein improving student engagement and persistence

)7



Sur$ey &indings Part >. &aculty +n$ol$ement in Planning

!he section asked a-out the 'acultys rolein the classroom planning process.Ruestions ,ere asked o' -oth lecture*-ased and colla-orati$e classrooms to

determine i' the learning space ,asappropriate 'or the su-0ect they ,ereteaching.

–1% were often or sometimes involved in designing learning spaces

– O7G al,ays or o'ten had mo$a-le 'urniture

– 8&% felt appropriate technology was always or often available forlecture classrooms

– "6% indicated that the appropriate technology was always or often

available for collaborative classrooms

– AG al,ays or o'ten ha$e ,ireless access in their lecture classroom

6



Sur$ey &indings Part >+. Classroom+nstruction

!his section asked 'or 'eed-ack oncolla-orati$e and group9teaminstructional needs in the classroom.

– )G al,ays reQuired students to do colla-orati$e ,ork outside thenormal classroom hours

– 56% indicated a di$erent layout space is always or oftennecessary for a collaborative classroom

– 6% often or sometimes could use collaborative instruction in alecture classroom

–

/)G could ne$er use a lecture classroom 'or colla-orati$einstruction

– =/G could o'ten or sometimes use a traditional space ,ithmodiIa-le ,alls and mo$a-le 'urniture 'or colla-orati$e instruction

)



Sur$ey &indings Part >++. Classroom Properties

!his section inQuired a-out classroomproperties including lighting5 color5 andtemperature

– OAG indicated classrooms al,ays or o'ten ha$e com'orta-le

seating 'or students and 'aculty

– 17% indicated their classroom always had the appropriate spacefor students to move about without distracting the class

– OG al,ays or o'ten ha$e a classroom ,ith the appropriate andcontrolla-le lighting they kno, ho, to operate

– <G ne$er had natural light that they could control i' necessary – )G al,ays or o'ten ha$e the appropriate colors and te1tures in

the classroom

– 6"% reported their classroom was either often or sometimesa$ected by noise outside'



2(hat are your overall thoughts regarding thelearning space you predominantly teach in)*

– 2the room is not adapta-le3

– 2its $ery hard to group people together or doanything other than you kno,5 keep people sitting insort o' this neat little ro,s3

–

Some 'aculty mem-ers stated they either ,ere notparticularly happy ,ith the temperatures in the roomor they could not -e controlled. ne 'aculty mem-er,ho o$erall ,as $ery up-eat a-out her learningspace did make the comment 2+ts really5 really cold3

/



+,n your current classroom-s./ can youdescribe a situation where the learningspace wor!ed well for you in engagingstudents in learning)*

– ne 'aculty mem-er stated 2,e sat in acircle and ,e did a little strategy 'orattacking te1ts and then talked a-out itthere in the circle and it ,as one o' the mostre,arding learning times ,e had in that

particular class. e could see each other.e trusted each other. e communicatedto each other. ?o-ody ,as sleeping.E$ery-ody ,as participating3

O



2,n what ways do you thin! your teaching is a$ected bythe rooms you teach inF3

– (oom e1i-ility 4or lack thereo'8

– !he need to adapt to a space

– Size o' the room and num-er o'

students – Presence o' technology in the

classroom

<



2(ithout regard to budget/ whatchanges would you personally doto ma!e to your classroom)*

– ; consistent theme ,as openspaces and appropriate technology

– En$ironments that made

4students8 'eel $alued – ?eed 'or rein$estment in state*o'*

the*art technology



2(hen a student is doing well in their classes they are more

li!ely to persist -continue ta!ing classes. with the college' o you feel your learning space is helping students learn and persist F3

–+(henever we do our end of the program evaluation/ alot of the comments regarding of our program will saythat its been very positive because we incorporate somuch hands#on in their learning/ they feel li!e theyre part of it'*

–2ere really a-le to teach the students and ha$e them

'eel like theyre a part o' that learning en$ironment andthey ,ere a-le to use it to create the social interactions,ithin the classroom

–+,f ,2m there and ,2m positive and ,2m e3cited about

what2s going and ,2m prepared and , have somethinginteresting for the students to do they forget aboutA



+,n your opinion what is the most importantelement of your classroom that assists instudent persistence)*

– &our inter$ie,ees indicated student interactionsimpro$ed student persistence5 one 'aculty

mem-er stated5 2+ think its their cohorts. + thinkits -ecause theyre all in the group and canconstantly see each other5 theyre al,ayshelping each other and de'ending each otherand5 you kno,5 doing things 'or the other oneand theyre really concerned so + think its -eing

a-le to see their group53

– Both Presidents 'elt that colla-orati$e learningstyles and spaces designed to support it ,ereimportant to student persistence

=



Learning Spaces orkgroup

!he classroom o' the 'uture is changing -ecause o' ne,pedagogical approaches5 the use o' technology5 trends inipped instruction that impact in*class acti$ities5 and thee1pectations o' 'aculty and students. !he 6)< Horizon(eport 'or Higher Education indicates the (edesign o' Learning

Spaces as a key trend accelerating technology adoption inhigher education 4?e, Dedia Consortium5 6)<8. +n addition5Elons emphasis on engaged learning and intellectual climate,ithin the conte1t o' a residential campus creates theopportunity and potential 'or all physical spaces to -e learning

spaces. ;s ,e think a-out learning spaces o' the 'uture5 thereis a great need 'or partnership across departments to gather'eed-ack 'rom 'aculty and students5 identi'y current needs5outline 'uture needs5 and de$elop a $ision 'or learning spacesacross campus. !o 'orge these partnerships5 a Learning Spaces

orkgroup 4LS8 ,as esta-lished in 6)O. 7




• -0ecti$es o' the Troup

). (esearch and disco$ery

a. +mpro$e colla-oration5 communication5 and ad$ocacy across uni$ersity departments that acti$ely,ork to support the creation5 maintenance5 and use o' learning spaces

-. +denti'y teaching and learning space needs through campus*,ide input and 'eed-ack 'rom 'acultyand students

c. Conduct small*scale pilots to e$aluate learning space design5 technology5 'urniture5 etc.

. (aise a,arenessa. Promote an a,areness o' the role learning space design and student*centered teaching methods

play in the student e1perience

-. #isseminate in'ormation and ad$ocate 'or solutions to meet learning space needs

c. Encourage inno$ation in learning space design and in student*centered teaching practices

d. Pro$ide 'aculty de$elopment opportunities to ma1imize the use o' learning spaces in teaching andlearning

/. Plan 'or the 'uture

a. Esta-lish learning space standards -ased on sound pedagogical and technical principles9 practicesthat also meet 'aculty and student needs

-. Create a $ision 'or learning spaces that aligns ,ith -oth the learning space standards and theuni$ersitys mission5 $alues5 and strategic plan

c. Dake recommendations in partnership ,ith 'aculty to impro$e e1isting learning spaces5 seek'unding 'or impro$ements as needed5 and ensure that ne, spaces align ,ith the $ision

/6




• Dem-ership – !echnology: ;ssistant #irector o' Campus !echnology

Support and Solutions architect5 #irector o' !eachingand Learning !echnologies5 +nstructional !echnologist

– &aculty: &aculty &ello, 'or !echnology5 ;cademic !echnology and Computing Committee representati$e

– Planning5 #esign5 Construction Danagement:%ni$ersity ;rchitect and #irector o' +nterior #esign

–

Center 'or the ;d$ancement o' !eaching andLearning: #irector

– (egistrar: ;ssociate (egistrar

– Physical Plant: %tilities Danager

/)




• Dethods o' ,orking to,ard ouro-0ecti$es – Donthly meetings ,ith the group

– utreach to 'aculty• Brainstorming sessions ,ith 'aculty 4).<

hours8

• Campus con$ersation ,here all 'aculty ,erein$ited 4) hour8

/




//

Samples o' dra,ings 'rom 'acultymem-ers representing their idealclassroom. #ra,ings ,erecreated at a Learning SpacesBrainstorming Session.




• +tems in progress 'or 6)<*6) – Pilot5 inno$ati$e space

– Sur$eys

– Catalog o' spaces

/O



&eatured Spaces

/<

Classroom space

Student Center – Hangout Spac



&eatured Spaces

/

sidential gathering space9e$ent space

SmartBoard La-9Classroo



&eatured Spaces

/A

Con'erence style classroom,ith $ideo con'erencing

Student Hangout Spac



&eatured Spaces

/=

culty oNce suite shared space

Classroom space



End o' Slides

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higher education learning spaces: steps to success (287317046)

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