Learning Commons Programming Proposal Indiana University April 19, 2017
CRIMSON CONNECT
Presented By: Zach Bennett Shaena Burke Claudia Di Capua Nick Vance Holly Wampler
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TABLE OF CONTENTS Executive Summary………………………..……….…………………………4 Background………………………….…………………….…………………..5 Problem Statement………………………….………………………………..6 Situation Analysis………………………..….………..……………………….7 Research…………………..…….……..…………………..…………………..8 Brand Proposal…………………..…….……..…………………..…………...9 Goals…………………..……….…..…………………..…………………….10 Audience Overview…………………..……………...………………..…….11 Student Organizations…………………………..….…………………..12-13 Action Plan…………………..…………………………………...14-15 Deliverables…………………..…..………..…………………….16-17 Freshman & Sophomores…………..……..……...……………………18-19 Action Plan…………………..…………………..…..…………..20-22 Deliverables…………………..………………………………….23-26 LC Decision Makers…………………..……………………...…………27-28 Action Plan…………………..…………………..………………29-30 Deliverables…………………..…………………..……..………31-32 Weekly Event Timeline & Sample Event Schedule…....………………..33 Student Organizations Timeline…………………….....………………….34 Freshmen & Sophomores Timeline…………………………..…………...35 LC Decision Makers Timeline………………………………………….......36 Budget…………………………………………………………….………….37 Appendix A…………………..………………………………………..…38-45 SWOT Analysis……………………………………………..…….38-43 Key Publics Identification…………………….....………………43-44 Significance. ……………………………………………………..…..45 Appendix B………………………………………………………………..46 Appendix C……………………………………………………………….47-48 Appendix D……………………………………………………………….49-54 Appendix E……………………………………………………………….55-70 Appendix F…………………………………………………………….....71-73 Appendix G……………………………………………………………....74-79
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TABLE OF CONTENTS CONTINUED Appendix E……………..……………..……………..…………………..55-70 Appendix F: Freshmen & Sophomores……………..………………...71-73 Student Organizations List……………..……………..…………….71 Residence Halls List……………..……………..……………..……..72 LLC……………..……………..……………..……………..……….…73 Appendix G: Survey Results……………..……………..………………74-79
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EXECUTIVE SUMMARY At the beginning of the semester, the Learning Commons Librarian came to us with a vision and a challenge: to create an engaging and unique programming structure for Indiana University undergraduate students. Although it originally seemed daunting to dream up something complementary yet distinct from the wide variety of excellent services, there was one golden opportunity: a community space within the library where peers could synthesize their knowledge and learn from their peers. After months of planning and preparation, Crimson Connect, a communityoriented “by students for students� programming, will become the newest addition to the Learning Commons’ wheelhouse of student services and resources in the Fall 2017 semester. Crimson Connect focuses on engaging three different target audiences: Social and Academic Student Organizations, College of Arts and Sciences Freshmen and Sophomores in University Housing, and the Learning Commons Decision Makers in the IU Libraries network. Crimson Connect is a 6 week programming structure that will take place weekly on Wednesdays from 3 to 5 PM. Crimson Connect will invite 6 Social and Academic Student Organizations to host events open to all students. Conveniently located on campus and enthusiastic about involvement and networking, COAS Freshmen and Sophomores in university housing are the target audience for Crimson Connect. In order to ensure sustainability over the long term, we seek to engage Learning Commons Decision Makers to prove the value of Crimson Connect programming and obtain their feedback on how to make Crimson Connect as successful as possible.
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BACKGROUND The Learning Commons is a 24/7 undergraduate, student-focused learning center currently located on the first floor of the West Tower of Wells Library. It was recently renovated in 2014 to provide a more modern and accessible space for students to study, hold group meetings, and interact with other students. In addition to the Writing Tutorial Services, there are a variety of free services available to students at the Service Hub, including Research Help, IU Peer Coaching, and UITS technology assistance, and Printing and Computer Help (see Appendix C for more information). The Writing Tutorial Services has traditionally been the most popular service used by students. It offers free one-on-one writing assistance with WTS tutors for students to draft and edit writing assignments. These tutors also help with cover letters, resumes, personal statements, scholarship applications, speeches, class presentations, dissertations, source citing, and grammatical revisions. Research Assistants primarily work with students on developing research topics and searching for appropriate academic sources. Students utilize the IU Peer Coaches to discuss degree planning, extracurricular involvement, and career development with other undergraduate students (see Appendi x C for more information). The librarians, undergraduate and graduate students, and IT professionals of the LC plan and promote a few events every semester. Some of the successful major events include the Herman B. House Party, Destress Fest, and Wellness at Wells. However, the LC seeks to engage with students beyond academic programming to coordinate personal development, arts and humanities, and popular culture events to cater to any students overall well being.
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PROBLEM STATEMENT The Learning Commons in Wells Library aspires to create a community programming space on the first floor of the West Tower that offers weekly programming geared towards the holistic personal and intellectual development of the Indiana University underclassmen student body that is complementary yet distinct from existing Learning Commons resources and services. However, the Learning Commons staff is unsure of what kind of programming should be offered, when it should be offered, what kind of students would be most interested, and how to best reach interested students.
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SITUATION ANALYSIS
Strengths • • •
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Weaknesses
The LC benefits from a higher foot traffic rate IU professors promote LC services Qualified professionals available to assist students through their IU career A welcoming environment for IU students
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Opportunities • •
•
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“By students for students” programming Relationship building with third party campus organizations and professors. Utilizing interested graduate students from Scholar’s Commons to strategize social media initiatives and implement them Establish early awareness through Freshman Orientation
No branding to differentiate the spaces and services Lack of insight into the kind of programming students want Limited signage and social media capabilities Limited budget Learning Commons Librarian is primary organizer & executor
Threats
• •
•
• •
Student perception as a collaborative study space Funding: The LC currently lacks proper funding from the university Clouded coverage: Wells Library only allows social media for the entity as a whole Similar programs on campus leads to a lack of differentiation Getting approval from authority in timely manner
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RESEARCH Methodology: Primary research was conducted on two separate dates, February 27th and March 6th 2017, in the Learning Commons. Respondents filled out a 15 question survey via Google Forms to describe their student involvement, availability, personal interests, and general interest levels in the concept of Crimson Connect. Ultimately, 188 responses were collected. The sample size included nearly equal ratios of class standings, thus making our sample size representative of the IU student body. Key Findings & Insights: • • •
•
80% of respondents were involved in student organizations 64% of students were involved in 2 or more on-campus student organizations Only 41% of respondents said they utilized the Learning Commons services. However, 71% of respondents believed that the Learning Commons space and services helps them achieve academic success. As secondary research suggested, most students believed that the study and collaboration space was the most important to their academic success. Most students were available on Wednesday between 3 and 5 PM. Crimson connect will take place at this time, closely following the Wellness at Wells programming on Wednesdays from 1 to 3 PM.
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BRAND PROPOSAL Core Concept Crimson Connect seeks to add value to the mission of the wider Learning Commons through its distinct yet complementary characteristics. Additionally, Crimson Connect seeks to foster community by creating a collaborative and welcoming environment for students to explore their interests and learn from their peers. Naming In order to make the space as distinct and welcoming as possible, the name Crimson Connect was chosen for this unique programming. Crimson is a friendly, familiar word for Hoosiers that evokes a sense scholarship and of belonging to the wider IU community. The word “Connect� was deliberately chosen because it is a clear action word that implies interaction and activity while breaking down the student perception that the space merely functions as a quiet study space. Visual Identity Logo
Logo Font
Recommended Marketing Copy Fonts Font 1 Helvetica Neue Font 2 Avenir
(DIN Alternate Bold) Color Palette
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GOALS Create awareness among students and university organizations regarding the Learning Commons programming through building a community that consistently utilizes the available resources and furthers the Learning Commons’ mission to enrich student life and development. Prove the value of Crimson Connect to the enrichment of the IU undergraduate student body and the feasibility of the implementation plan to Learning Commons Decision Makers in the higher administration.
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AUDIENCE OVERVIEW
Consumers
Producers
Enablers
Academic and Social Student organizations
Freshman and Sophomores in the College of Arts and Sciences tha t live on campus
Learning Common Implementation Team and IU Libraries Advancement
Hosts Events
Attends Events
Approves & Implements Events
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STUDENT ORGANIZATIONS Description: Crimson Connect will target academic and social Student Organizations to host programming. Unlike professional organizations tied to specific schools such as the Kelley School of Business, these academic and social organizations do not necessarily possess the same amount of resources and recognition on campus. Therefore, these groups would be most attracted to the prospect of hosting an event in a high-visibility, high traffic place on campus where they could potentially attract new members. Additionally, these groups tend to be more focused on intellectual development and interest exploration, thus aligning perfectly with the Learning Common’s vision and Crimson’s Connect mission. Academic and social student organizations typically hold some kind of mass meeting at a consistent, specified time to discuss and complete agenda items. In most cases, a reliable location is needed to facilitate meetings and increase their outreach to other students. However, meeting and event space can be very difficult to secure due to the high volume of student organizations and the limited amount of available space. Crimson Connect would be able to offer a solution to the problem of space reservation by offering a programming slot in the Learning Commons free of charge. The majority of student organizations have some sort of hierarchical structure where a select number of students serve as the primary leaders or organizers of the membership body. Typically, there are one or a few individuals that are responsible for organizing meeting spaces or group events. These key organizers are individuals that we would reach out to as a primary contact and liaison between their organization and Crimson Connect.
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STUDENT ORGANIZATIONS Shared Communication Channels: The primary communication channel shared between the Learning Commons and professional and social student organizations is beINvolved, an informational network that connects student organizations to its members. IU’s beINvolved network hosts 819 total student organizations; 589 of which fall into the academic and social student organization category. This network is mandatory for all university-sanctioned student organizations and it is managed by Student Life & Learning at IU. beINvolved lists the organization’s primary student contact. Messages can be sent to student contacts directly via the beINvolved platform or via the IU email network. If a student contact’s information is not readily available on beINvolved, their information can be looked up through IUFindPeople, the university’s master online directory. Additionally, most organizations have private or public Facebook groups that serve as ways to communicate important information both internally and externally. Key Messages: 1. Crimson Connect offers centrally-located, accessible programming space for student organizations 2. Providing programming for Crimson Connect will give on-campus student organizations exposure to potential undergraduate new members as well as increased visibility for their organization 3. Freshman students specifically have the ability to become a part of communities and organizations that they would not have found out about otherwise
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ACTION PLAN Objective #1: Communicate Crimson Connect’s key messages as well as programming space and opportunities for the Fall 2017 semester to the leadership teams of 20 different academic and social student organizations via email by May 24th 2017. Strategy: Initiate Stage 1 of tiered communication strategy by building awareness of key messages in a way that generates intrigue and interest amongst target student organizations. Evaluation: Count the number of email responses indicating serious interest from the leadership of the 20 target organization. Success will be considered as a minimum of 30% of target organiza tions (6) expressing serious interest in providing programming by following up with Learning Commons Librarian for more information. Tactics: 1. Create a branded document that details the programming space, opportunities, and benefits for student organizations. This document will be distributed via mass outreach emails on April 24th, 2017. In these initial communications, it will be established that any event must include a 5 minute plug from an LC employee at the beginning of the event that highlights the benefits of the LC’s service offerings. 2. Compile a shortlist of 20 student organizations and their leadership contact information via beInvolved that the Learning Commons Librarian can utilize to reach out to via email with the branded document that outlines the benefits and opportunities. 3. Create a branded template graphic that can be utilized every week and tailored to promote the weekly event and host organization. The graphic will be utilized by the host organization to advertise their event on their respective social media platforms or send within their networks as invitations. Additionally, the graphic can be utilized on the digital screens in the LC to further promote the weekly event in the actual space.
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ACTION PLAN Objective #2: Interested target organizations will request a weekly programming slot(s) in Crimson Connect for a total of 6 events by August 17th 2017. Ideally, Crimson Connect will schedule 6 separate organizations to provide 1 event to fill the 6 week programming schedule. If 6 separate organizations are not possible, committed organizations will be invited to provide more than 1 event in order to fill the 6 week schedule. Strategy: Initiate Stage 2 of tiered communication strategy that galvanizes student organizations to commit to participation in Crimson Connect programming after awareness of key messages has been established. Evaluation: Organizations will commit to providing programming in writing by signing a short branded form that lists their host organization, leadership contacts, program date, and program topic. Commitments will be measured by the number of forms signed by host organizations and submitted to Learning Commons Librarian by August 16th, 2017. Success will be a minimum of 6 commitment forms. Tactic: 1. Create a branded commitment form that will serve as a follow up to the first outreach email that included the branded key messages document. This second follow up email containing the branded commitment form will be sent on May 22nd, 2017. If necessary, a third follow up email containing the branded commitment form can be sent on August 1st, 2017 if the minimum number of organizations have not committed by that point.
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STUDENT ORGANIZATIONS DELIVERABLES Student Organization Information Sheet
What is Crimson Connect? Crimson Connect is the Learning Commons’ newest addition. It a “by students, for students” programming model that invites on campus student organizations to host their own events. Crimson Connect is all about intelletual and personal development of undergraduate students, so event topics can be anything fun or interesting that students would benefit from! What are the benefits of hosting an event with Crimson Connect? • Spacious location in a central hub of campus • Increased visibility for your organization • Free snacks and drinks provided by the Learning Commons • Access to a wider audience of students to engage with your organization When does Crimson Connect offer programming opportunities? Wednesdays from 3 to 5 PM Located in the Wells Library on the first floor of the West Tower September 6th, September 20th October 4th, October 18th November 1st, November 15th Interested or want more information? Email Kate Otto at kateotto.iu.edu
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STUDENT ORGANIZATIONS DELIVERABLES Student Organization Commitment Form
HOST ORGANIZATION COMMITMENT FORM Thank you for your interest in Crimson Connect programming! All events will take place on the determined date from 3 to 5 PM in the first floor of the Wells West Tower. If your organization should need any extra materials or accomodations, please let us know below. The Learning Commons asks that all events include a 5 minute overview of the Learning Commons’ services given by a librarian at the beginning of each event. We look forward to hosting your student organization!
Host Organization Name: __________________________ Student Contact (Name and Email): __________________ Date of Crimson Connect Event: _____/_______/______ Proposed Event Topic or Activity: _______________________________________________ _______________________________________________ Materials Required:_______________________________ Additional Requests:______________________________
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FRESHMAN & SOPHOMORES Description: Freshman and Sophomores in the College of Arts and Sciences that live on campus are Crimson Connect’s ideal programming consumer for 3 reasons: 1) proximity to Herman B. Wells Library, 2) lack of established social groups and extracurricular involvement At IU, and 3) association with intellectual curiosity and development of the liberal arts. Bloomington, there are 6,691 undergraduate students in the College of Arts and Sciences. Of those 6,691 students, 1,490 (22%) are freshman and sophomores (see appendix for data). There are 15 residence halls on IU’s campus that are managed by IU Residential Programs and Services (see appendix for halls and locations). These residence halls are conveniently located within a one mile radius of campus and they are mostly populated by freshman and sophomore students. While Herman B. Wells Library is central to IU’s campus, it is relatively inaccessible to upperclassmen due to distance from off-campus housing and lack of parking. However, students living in residence halls are within convenient walking distance of Herman B. Wells Library. Additionally, residence halls are ideal places for advertising and promotion due to their accessibility and abundance of posting space in common areas and study spaces. Freshmen and sophomore students are early in their IU experiences and still forming their own lives and identities at IU. Therefore, they are often most eager and open-minded when searching for involvement opportunities whereas upperclassmen with solidified social groups and involvement might be less receptive to new opportunities. The College of Arts and Sciences at IU is a culture of discussion, collaboration, and intellectual exploration of the world around us. Crimson Connect would offer a space where students in these demographics can both explore their interests and intellectual life while expanding their social and extracurricular networks.
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FRESHMAN & SOPHOMORES Shared Communication Channels: 1. Mandatory Freshman Orientation 2. IU Class Groups on Facebook 3. Advertising Spaces such as bulletin boards in Residence Halls
Key Messages: 1. The Learning Commons offers undergraduate students the opportunity to become acquainted with various student groups on campus without a commitment obligation. 2. With providing students the space to learn about and engage with various student organizations on campus, Crimson Connect fosters an environment conducive to enhancing students’ college experience through a higher level of involvement on campus. 3. Crimson Connect offers a community space where freshman and sophomores can interact and network with fellow students of similar interests.
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ACTION PLAN Objective #1: 15% of COAS freshman and sophomores in university housing will be aware of key messages related to Crimson Connect at the outset of the Fall 2017 semester. Evaluation: •
•
Count the number of opened newsletter emails among COAS freshmen and sophomore students. Success will be emails opened by 223 students (15% of target population). When signing into the attendance base at Crimson Connect events, students will be asked to indicate how they heard about the event. Success will 40% of students in attendance indicating that they heard about Crimson Connect through on-campus print flyers or weekly email newsletters.
Strategy 1: Advertise in on-campus residence halls using branded print flyers containing key messages in order to build awareness of programming dates and locations and build attendance base Tactics for Strategy 1: 1. Compile a master list of IU Residence Halls and Living and Learning Centers (LLCs) on campus where COAS freshman and sophomore students are concentrated. Additionally, contact information for these facilities and communities will be provided so that Wells may request permission to post promotional fliers for Crimson Connect. 2. Create a branded promotional flier with general information on Crimson Connect’s location and programming times to be posted on community bulletin boards within residence halls and COAS LLCs. These promotional fliers will be posted twice a semester. The first posting will occur on on August 28th after Welcome Week and the first week of classes have passed. The second posting will occur on October 16th after Fall Break and Homecoming have passed.
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ACTION PLAN Strategy 2: Utilize digital direct mail to provide weekly programming information and build personal relationships among our target audience. Tactic for Strategy 2: •
Create a branded digital newsletter that will be emailed to target students and students that previously attended Crimson Connect events. These digital newsletters be will sent on the Monday morning preceding the Wednesday Crimson Connect events.
Strategy 3: Incorporate information about Crimson Connect into Freshman Orientation to build awareness amongst incoming freshman Tactics for Strategy 3: •
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Provide general talking points on a branded document about the benefits and opportunities of Crimson Connect that tour guides and Wells grad students can incorporate into informational sessions and tours of Wells during Freshman Orientation. These talking points will be prepared and distributed by May 30th in time for the first Freshman orientation sessions in early June. Create a branded informational half sheet to hand out to students and parents during tour of Wells Library. These talking points will be prepared and distributed by May 30th in time for the first Freshman orientation sessions in early June.
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ACTION PLAN Objective #2: Generate an average attendance of 30 undergraduate students at Crimson Connect’s weekly events by the end of the Fall 2017 semester. Evaluation: On Friday, December 16th 2017 (final day of the Fall 2017 semester), the Learning Commons Librarian will calculate the accumulated average number of attendees at each of the six bi-weekly events from the figures in the attendance database. Success will be an accumulated average of 30 students. Strategy: Document and track student attendance at Crimson Connect events in order to develop a strong understanding of the type of students that attend events, what events are most successful, and how to best reach students that can inform and influence future programming endeavors. Tactic: Create an Excel database that can be utilized to track attendance throughout the 16-week span of Crimson Connect. Attendees will be asked to sign in with their name, email, year, and how they heard about Crimson Connect at the beginning of every event. The Learning Commons Librarian will update and manage this attendance database after every Crimson Connect event.
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FRESHMAN & SOPHOMORES DELIVERABLES Newsletter Template
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FRESHMAN & SOPHOMORES DELIVERABLES Promotional Flyer
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FRESHMAN & SOPHOMORES DELIVERABLES Digital & Social Ad
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FRESHMAN & SOPHOMORES DELIVERABLES Freshman Orientation Flyer
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LC DECISION MAKERS Description: Collectively, The Learning Commons Decision Makers are responsible for following in respect to Crimson Commons: approving programming, implementing marketing and promotional initiatives, and sustaining the programming over the long term. The Learning Commons Decision Makers are comprised of 2 groups: the Learning Commons Implementation Team and IU Libraries Advancement. Learning Commons Implementation Team (LCIT) The Learning Commons Implementation Team is a smaller, strategic subgroup (7 members) of the larger Learning Commons Operations group (13 members). The LCIT is primarily concerned with executing both long-term and short-term initiatives while also marketing these services and initiatives to the IU student body. Considering that the LC is equally owned by Wells Library and UITS, the LCIT is comprised of direct stakeholders of the Learning Commons. LCIT members are very invested in the success of the Learning Common and this group of people would be responsible for implementing our proposal. LCIT members are all employees of the university, but they are relatively far removed from the culture and day-to-day life of the IU student body. Therefore, our insight into our peer group is of great value to these stakeholders. IU Libraries Advancement (IULA) IU Libraries Advancement is a group comprised of high-level administrators who determined the long-term vision and goals of IU Libraries. IU Libraries Advancement is the primary financial decision-maker in terms of what programs, projects, and initiatives receive funding within the IU Libraries network. Currently, IU Libraries Advancement does not provide Crimson Connect with any financial support. IU Libraries Advancement is unclear as to what value or benefit The Alcove will provide to the Learning Commons or the IU student body.
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LC DECISION MAKERS Shared Communication Channels: Each of the LC Decision Maker groups hold their own collective meetings on a monthly basis. Key Messages: 1. The community component of Crimson Connect will be a unique asset amongst the individual development resources offered in the Learning Commons. 2. Crimson Connect is an important space that enriches and strengthens the bond and university engagement levels of the undergraduate student community. Therefore, Crimson Connect is a worthwhile investment of energy and resources. 3. Our team will design a “by students, for students� program structure and a long-term, sustainable implementation plan. Therefore, Crimson Connect is a logistically sound proposal with promise of long-term success.
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ACTION PLAN Objective #1: 90% of the Learning Commons Decision Makers (LC Implementation Team and IU Libraries Advancement) will be aware of the underlying concept, the value proposition, and the necessary implementation and maintenance logistics of Crimson Connect by May 6th 2017 (final day of the Spring 2017 semester).
Evaluation: The follow-up feedback survey will be counted and evaluated to determine the response rate of the 18 Learning Commons Decision Makers. Success will be a 90% (16 people) response rate from the Learning Commons Decision Makers.
Strategy: Initiate Stage 1 of tiered communication strategy by engaging with Learning Commons Decision Makers (LC Implementation Team and IU Libraries Advancement) in order to build awareness of Crimson Connect’s plan, structure, and proposed value. Tactics: •
•
Attend LC Implementation Team Meeting on April 20th at 1:00 PM to present our plan for Crimson Connect and speak to the community value proposition for the enrichment of the undergraduate student body Submit a digital copy of proposal and presentation to IU Libraries Advancement to inform them of our plan and speak to the community value proposition for the enrichment of the undergraduate student body on April 20th, 2017.
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ACTION PLAN Objective #2: The Learning Commons Decision Makers (LC Implementation Team and IU Libraries Advancement) will understand the key messages of Crimson Connect and understand the necessary implementation process by the end of the Spring 2017 semester. Evaluation: •
•
The follow up feedback survey will include a Likert scale question that will measure how valuable the respondents find The Alcove on a scale of 1 to 5. A minimum of 50% of respondents (9 individuals) will indicate a 3 or higher. Additionally, the follow up feedback survey will include a second Likert scale question that will measure how implementable the respondents find The Alcove proposal on a scale of 1 to 5. A minimum of 50% of the respondents ( 9 individuals) will indicate a 3 or higher.
Strategy: Initiate Stage 2 of tiered communication strategy that measures acceptance after awareness has been established amongst LC Decision Makers. Tactic: i.
ii.
After the presentation, disseminate a short follow-up Google Forms survey to gauge how receptive LCIT members are to the idea of Crimson Connect as well as compile their feedback on adjustments that could be made to make the plan more feasible. After the information has been reviewed by IU Libraries Advancement, disseminate a short follow-up Google Forms survey to gauge how receptive members are to the idea of Crimson Connect as well as compile their feedback on adjustments that could be made to make the plan more feasible.
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LC DECISION MAKERS DELIVERABLES Administration Feedback Survey
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LC DECISION MAKERS DELIVERABLES
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WEEKLY EVENT TIMELINE & SAMPLE EVENT SCHEDULE Weekly Event Timeline
Sample Event Schedule
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SWOT Analysis
APPENDIX A
Strengths (Internal) • The Learning Commons is located in a central location on campus within the library, which is widely considered a safe learning hub among students. Within the Learning Commons particular space on the first floor of the West Wing, the LC benefits from a higher foot traffic rate o According to a study conducted by IU Libraries, 97% of undergraduate students have visited the Herman B. Wells Library. o The majority of students (71%) indicated that they have visited the library within the last week. • The Learning Commons has a relationship with IU professors on campus who promote their services, specifically the writing services. For some classes, going to at least one appointment with a WTS advisor is mandatory. • Comprised of librarians and graduate students who are qualified to assist students in discovering the wealth of information and material the Herman B. Wells Library can offer students. • According to a quantitative study conducted by IU Libraries in the spring of 2016, there is an overall positive perception of Herman B. Wells Library in the IU undergraduate community o First and foremost, undergraduate students most commonly describe the Herman B. Wells Library as “helpful” and “welcoming” o Additionally, undergraduate students describe the Herman B. Wells Library as a “great atmosphere for learning and studying” Weaknesses (Internal) • Branding o Crimson Connect does not have a separate identity from the wider Learning Commons o Crimson Connect does not have signage to differentiate it from the rest of the Learning Commons o UITS and the Herman B. Wells Library regulate the possibility of new signage o Requires better recognition from students, professors, and student organizations as a welcoming community space § According to the Learning Commons Summary Report, which surveyed 304 individuals in the Learning Commons, 66.5% of respondents reported that the last time they asked a Learning Commons staff member for help, it was for technology help. Only 9.8% of students reported coming to the Learning Commons for other offered services. The remaining number of respondents left this question blank, which could be interpreted as they have not yet utilized any of the services offered in the Learning Commons.
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APPENDIX A •
•
•
•
Programming o Need for a consistent weekly/monthly programming time that increases attendance o Student organizations are able to utilize the Learning Commons space for meetings or their own programming o Programming must be low maintenance and interesting enough to draw students in o Unknown what undergraduate students want to learn or experience Marketing o The Social Media Strategy Team limits the amount of social media accounts, so all updates must be made to the Facebook page or transmitted through the Herman B. Wells Library social media accounts o Outdated Learning Commons website and difficult to find within the library website Budget o Funding is generated by grants, Herman B. Wells Library and UITS and the Learning Commons only receives a limited portion o Herman House Party and Destress Fest are existing events that use a big part of the annual budget Manpower o The Learning Commons Librarian holds most of the power to create and implement programming held in the Learning Commons o No Learning Commons team exists to aid the Learning Commons Librarian in developing programming specifically for Crimson Connect o Team of graduate students are available to help with social media strategies, but none exist at this point.
Opportunities (External) • “By Students For Students” Programming o The Learning Commons already has a wide variety of resources available to students. However, most of these resources involve one-on-one interactions with professionals or more senior members of the IU community. Currently, there are no opportunities for peer-to-peer interaction or community building within the Learning Commons’ wheelhouse of resources. The community of Crimson Connect would be an excellent way to synthesize the resources of the LC in a group setting while also contributing to the LC’s mission of fostering holistic development. With the addition of peer-to-peer interaction opportunities, the Learning Commons transcends traditional academic services offered in libraries and gives students the opportunities to connect with other students and become more involved in the IU community outside 39 academic realm.
APPENDIX A o
•
•
Aligning with the vision of relevant and resonant programming for students, Crimson Connect will build relationships with on-campus student organizations that could provide or facilitate programming.
Promotional space on digital screens in the Learning Commons o There are 20 (6 in the Lobby and 14 in the right tower on the first floor) digital screens located in and around the Learning Commons that often advertise events happening within the Herman B. Wells Library as well as wider IU community. These screens are in high foot traffic areas and would offer excellent visibility opportunities for any promotional material about Crimson Connect . This is especially beneficial because they are in the very near vicinity of Crimson Connect ’s space, so it can attract passers-by while also building awareness for what the space is used for beyond a study zone. Relationship building with third party campus organizations and professors o One of the reasons that the Writing Tutorial Services is so immensely popular amongst undergraduate students is that many professors and campus services actively promote it, verbally or in written materials, to students as a valuable resource. Crimson Connect will develop relationships with these university entities and educate them about its development value so that they have the knowledge and tools to direct students to Crimson Connect . o In IU Libraries’ study, undergraduate students (28%) frequently indicated that word-of-mouth from professors was how they preferred to learn about resources on campus.
•
Utilizing interested graduate students from the Scholar’s Commons to strategize social media initiatives and implement them o There are a handful of graduate students that are affiliated with the Scholar’s Commons that have expressed interest in helping the Learning Commons develop their social media presence as well as offer a helping hand as needed. o Given that the Learning Commons Librarian is spearheading this initiative and has little support in implementation, these graduate students would be an excellent manpower resource to ensure that any social media plan can be established over the long term.
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Establishing early awareness through Freshman Orientation o Upperclassmen have a very low awareness of the Learning Commons, partly due to the fact that it was not adequately promoted to them early 40 on in their IU experience.
APPENDIX A o
o
The Herman B. Wells Library is most accessible to underclassmen that live on campus, therefore Crimson Connect certainly has an opportunity to cater to the needs of these younger students. Freshman already visit the Herman B. Wells Library during their required Freshman Orientation sessions over the summer. During this time, Crimson Connect and its benefits can be discussed with students or advertised with marketing materials. Additionally, any Learning Commons staff can be provided with a list of mandatory talking points so that all communication is on-message and on-brand. Further, a sign-up sheet could be offered that would allow students to write down their email addresses as a way of acknowledging their decision to opt-in to receive bi-weekly newsletters from Crimson Connect to update students on the student-run events occurring in the Learning Commons those weeks.
Threats (External) • Student Perception as a Collaborative Study Space o According to IU Libraries’ study, most undergraduate students believe that Herman B. Well Library’s main function is to provide space to study and collaborate, not necessarily to provide personal and intellectual development resources. • Herman B. Wells Library o Funding: The LC currently lacks proper funding from the university due to the fact that the Herman B. Wells Library receives funding and allocates it to different parts, and the LC receives little to none of this funding o Clouded coverage: Herman B. Wells Library only allows social media for the entity as a whole, therefore the LC is not able to differentiate itself from the many facets of the Herman B. Wells Library via social media. Also, Facebook has been described as “ineffective” and Snapchat as “rocky.” •
Rest of campus o Briscoe, Forest and Teter offer programs as the LC through Academic Support Centers located within these dormitories. In all three locations of the Academic Support Center, there are a wide range of free services offered to students, including tutoring, advising, workshops, review sessions and other academic support services, including one-on-one writing tutorial services offered by graduate and undergraduate peer tutors. This means that freshman will have access to these features at an even closer proximity, rendering the travel to the library useless. More information regarding the services offered by the Academic Support Center can be found on their website: http://www.indiana.edu/~acadsupp/regular_services.shtml See Appendix 41 X.
APPENDIX A o
o
According to The Economist, current market trends indicate heavy technology advancements among all departments of many universities across the country. This includes advancements in programming and resources for establishments such as dormitories and major-specific schools (i.e. business school, education school, journalism school, etc.). As for IU, these advancements could lead to a wide range of programming for many places around campus, thus causing the LC to become unable to differentiate itself. Approval: approval to use the library space for such developmental and intellectual resources has proven difficult. Currently, the LC operates out of Crimson Connect as well as rooms 138 and 144. Approval to use even this limited space is difficult because it requires going through many people. This is a lengthy process that limits the amount of time available to be expended toward fostering student relations and resource improvement.
•
Public Perception o Visibility: Crimson Connect within the Learning Commons is not visible to the public as a place for programming. § Limitations on signage may contribute to this, but most students see this area as another location to study in the library. § Utilizing digital options such as the Herman B. Wells website is a solid platform to provide an events and programming calendar or have sidebars with information regarding new programs. § Pamphlets and signage would be of great use in places like classrooms within Freshmen dorms. Programs are held there for tutoring and actual class, so brochures or bulletin postings could be beneficially utilized.
•
Reputation: Currently, there is not much of a reputation assigned to Crimson Connect because there has not been enough activity for people to form an opinion on it. o Consistency in programming is what is going to make people acknowledge its existence and form a perception of it. As students view Crimson Connect now, it has a reputation of being a nice, clean and productive location to get their work done. o Most of the Herman B. Wells library blends together as an area to come and get work done. As a whole, students utilize it for this purpose because that is the reputation that a traditional library holds. Working to differentiate the brand of Crimson Connect from study areas in the library is key.
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APPENDIX A •
Media Coverage: As mentioned above, there hasn’t been any media coverage of Crimson Connect due to lack of actual programming. Most people see this area as another study location in the library. Visually, there isn’t much that differentiates Crimson Connect from the rest of the study areas in the library.
•
Social Media: While snapchat is occasionally utilized, there is not enough consistency or reason to get students to follow the social account. o Social media is helpful for Crimson Connect when programming actually occurs or to create public awareness of future events. Social media is a viable option for the future once programming is organized and consistent.
Key Publics Identification
•
Student Organizations o On-campus undergraduate student organizations with an academic or social purpose that are in need of a large space for participation or discussion-based events are a key public for Crimson Connect (shortlist of potential organizations has been provided in the Appendix). Considering that the Learning Commons Librarian would like to create relevant programming for students, students know best what kind of topics their peers would be most interested in. o Not only would this relieve pressure from the Learning Commons Librarian to continually develop weekly programming and promote it to students, the members of the student organizations would be able to promote the event through their own social networks, consequentially raising awareness for Crimson Connect by. This relationship would be mutually beneficial as it would provide space to student organizations that often struggle to reserve it on campus as well as visibility in a campus hub.
•
Owners of the Learning Commons - Herman B. Wells Library & UITS o Those working in the learning commons, the Herman B. Wells Library in general or UITS are a key public. These are the people that will need to contribute to making programs come to fruition and support it by getting the word out. Additionally, they will be responsible for assigning Crimson Connect as a place for programming and making sure to enforce this. Programming ideas can come from anywhere, so assistance with scheduling or program ideas can come from those working within the Herman B. Wells. Certain programs run by the Herman B. Wells Library could help to get programming in Crimson Connect off the ground.
43
APPENDIX A o
o
•
Additionally, funding required to put on programs will have to come from administration relating to the Herman B. Wells Library. Getting them onboard is crucial to the progress and sustainability of events in the long term. They need to be sold on the value of having a place like Crimson Connect designated as a programs area rather than an extension of the rest of the first floor, which is primarily a work and study area. Ultimately, students are also owners of LC, whether they are aware of it or not. In other words, they act as a latent public. While students use this area of the Herman B. Wells Library for studying purposes, the services around them are virtually unknown, so they go on using the area for personal school work rather than utilizing the resources that are right there. They have the ability to use the LC as a resource, but there needs to be a better method of getting this information to students in place.
Undergraduate Students (Primarily freshmen and sophomores) o Since graduate students utilize the Scholars Commons in the East Tower for programming, the East Tower and Learning Commons are designated for undergraduate students. Functioning as an apathetic public, the undergraduate students face similar problems as the Learning Commons in that both need a community space for programming and learning, and both need to be made aware that the space is available. However, the undergraduates don’t perceive the the problem of not having a community space as important because they can simply choose another locations to fit their needs. o Many undergraduate students look for a place to get work done outside of their own homes. The geographic differences between the classes can play a role in our understanding of who utilizes the Learning Commons resources most. § Upperclassmen (juniors and seniors) generally live off-campus and must commute to the university in order to utilize campus resources. Walking distance, parking availability, and access to other off-campus resources are factors that limit upperclassmen from being able to access the Herman B. Wells Library. However, underclassmen (freshmen and sophomores) generally live oncampus and are geographically closer to the campus resources they require to get their work done. § Underclassmen are likely to access resources from the Herman B. Wells Library due to the fact that IU busses are readily available to transport them there, living on-campus allows students to reach their destination by walking, and limited options are available for underclassmen to park their vehicles.
44 •
APPENDIX A Significance •
What will be the result of success? o Lack of use of services could lead to removal of budget funding of the services, and thus, these valuable and convenient resources will no longer be available to IU students. Success will mean increased use of the LC space and more opportunities for students to connect with their peers and enhance their IU experience, proving the investment in developing programming within the LC was worthwhile.
45
APPENDIX B
46
APPENDIX C
47
APPENDIX C
48
APPENDIX D
49
APPENDIX D
50
APPENDIX D
51
APPENDIX D
52
APPENDIX D
53
APPENDIX D
54
APPENDIX E
LC Sum m ary Report Table of Contents 1. Selected Responses from Demographics 2. What is the best thing about the Learning Commons space? 3. What is the worst thing about the Learning Commons space? 4. Why individuals came to the LC and what they hoped to accomplish. 5. Why groups came to the LC and what they hoped to accomplish. 6. The most recent time you asked staff or help at the LC was‌ 7. What would make you want to use the Learning Commons more often? 8. Additional services you would like to see in the LC‌ 9. Breakdown of subject-specific responses
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APPENDIX E Selected Responses from Demographics (Individuals only) Column Labels I don't know/ I'm not sure No Yes
Count of Are there sufficient study spaces in the Learning Commons?
First Year
Count of What is your year of study?
Count of Major_ Class
Graduate
25%
16%
Busin ess
CASArtsHuman ities
CASSocial Sci
32%
2%
14%
28
Junio r
Ot her
19%
2%
CA SST M
11 %
99 172
Sophomor e
Senior
12%
Educati on
3%
Inform atics
6%
Grand (blank) Total
299
26%
0%
Med Oth ia er
Law
1%
Grand Total
(blank)
5%
9%
100%
SPE A
8%
SP H
10 %
56
APPENDIX E
American Indian or Alaska Native
Count of What race or ethnicity do you most identify with?
I don't identify as any of these. I Hispanic identify or Latino as:
Black or African Asian American
28%
2%
No
Count of Are you an international student: 212
3%
Native Hawaiian or Other Pacific Islander
6%
2%
White or Caucasian
59%
Yes (blank) Grand Total
84
296
57
APPENDIX E
Row Labels
Count of China
China
45%
India
9%
Iran
3%
Korea
19%
Kuwait
1%
Malaysia
3%
Mexico
1%
Mongolia
1%
Netherlands
1%
Oman
1%
Pakistan
1%
Saudi Arabia
3%
58
Singapore
1%
Taiwan
6%
Turkey
3%
(blank)
0%
Grand Total
100%
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APPENDIX E What is the best thing about the Learning Commons space? Best thing about LC group (96)
%
Best thing about LC -individual (304)
%
Combined (400)
Combined %
technology
38
39.6%
96
31.6%
134
33.5%
atmosphere
16
16.7%
116
38.2%
132
33.0%
private-quiet
36
37.5%
79
26.0%
115
28.8%
computer
11
11.5%
59
19.4%
70
17.5%
furniture
10
10.4%
60
19.7%
70
17.5%
comfort
10
10.4%
36
11.8%
46
11.5%
size
6
6.3%
34
11.2%
40
10.0%
availability
4
4.2%
33
10.9%
37
9.3%
productivity/focus
1
1.0%
35
11.5%
36
9.0%
screen
19
19.8%
13
4.3%
32
8.0%
peerscollaboration
13
13.5%
14
4.6%
27
6.8%
whiteboard
19
19.8%
1
0.3%
20
5.0%
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APPENDIX E Notes: 1. 2. 3. 4.
5.
Codes that account for 10% or more of either sample or both samples combined are represented. Individuals tended to emphasize features that support working alone (computers, furniture, focus, and general atmosphere). Groups emphasized features that support collaboration (screens and whiteboards). Both groups value privacy-quiet, though the meaning varies among groups and individuals, i.e., one group described “…the ability to discuss and work on our presentation without disturbing others at Wells.” What is the worst thing about the Learning Commons space?
Worst thing about LC -group (96)
%
Worst thing about LC -individual (304)
%
Combined
Combined %
31
32.3%
155
51.0%
186
46.5%
51
53.1%
67
22.0%
118
29.5%
9 : availability
24
25.0%
84
27.6%
108
27.0%
36 : technology
5
5.2%
67
22.0%
72
18.0%
11 : furniture
3
3.1%
39
12.8%
42
10.5%
37 : computer
3
3.1%
35
11.5%
38
9.5%
0
0.0%
32
10.5%
32
8.0%
14 : insufficient 6 : noise
3 : crowded
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APPENDIX E Notes: 1. “Insufficient” is associated with most group and individual responses related to availability, technology, furniture, and computer. 2. Insufficient technology was reported mostly by individuals; groups are mostly satisfied with technology as noted in the “best” question results. 3. Insufficient for groups most often refers to availability of rooms. 4. Noise as reported by groups often refers to the lack of soundproofing between rooms. (“Soundproof” appears 5 times in the survey, and there are about 12 mentions of noise from the “next room.”) Why individuals came to the LC and what they hoped to accomplish.
26 : specific task 30 : study 27 : exam-test 28 : paper-reportessay 7 : private-quiet 36 : technology 1 : atmosphere 29 : project
Why individual came to LC (304)
%
What individual will accomplish (304)
%
119
39.1%
168
55.3%
113
37.2%
119
39.1%
50
16.4%
51
16.8%
23
7.6%
53
17.4%
39
12.8%
14
4.6%
35
11.5%
18
5.9%
41
13.5%
8
2.6%
16
5.3%
31
10.2%
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APPENDIX E Note: 1. Most responses included either a specific task or study (including “get work done�). 2. Specific tasks included projects, exams, or papers. 3. Many individuals come to the LC because of atmosphere and technology.
63
APPENDIX E Why groups came to the LC and what they hoped to accomplish.
30 : study 26 : specific task 22 : peerscollaboration 7 : private-quiet 27 : exam-test 36 : technology 31 : subject-course number 17 : location 29 : project 39 : screen 40 : whiteboard
Why group decided to come to LC (96)
%
What group will accomplish (96)
%
51
53.1%
58
60.4%
33
34.4%
59
61.5%
22
22.9%
23
24.0%
19
19.8%
4
4.2%
16
16.7%
17
17.7%
16
16.7%
7
7.3%
13
13.5%
14
14.6%
10
10.4%
0
0.0%
9
9.4%
14
14.6%
9
9.4%
2
2.1%
6
6.3%
3
3.1%
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APPENDIX E Note: 1. Groups reported coming to work with peers on general and specific tasks. 2. Groups come for technology such as screens and whiteboards. 3. Groups like the rooms that allow for collaboration to occur away from other library users. The most recent time you asked staff or help at the LC was‌
36 : technology 38 : print 37 : computer 16 : library service 19 : other services 28 : paper-report-essay
Ask staff for help -individual (304)
%
133
43.8%
36
11.8%
33
10.9%
17
5.6%
8
2.6%
5
1.6%
Notes: 1. Print and computer are included in technology.
65
APPENDIX E What would make you want to use the Learning Commons more often? What would make group use more often (96)
%
What would make individual use more often (304)
%
Combined (400)
Combined %
14 : insufficient
48
50.0%
136
44.7%
184
46.0%
9 : availability
46
47.9%
57
18.8%
103
25.8%
36 : technology
9
9.4%
70
23.0%
79
19.8%
37 : computer
3
3.1%
47
15.5%
50
12.5%
11 : furniture
3
3.1%
44
14.5%
47
11.8%
14
14.6%
29
9.5%
43
10.8%
6 : noise
Notes: 1. Groups mostly wanted more availability of rooms and less noise from neighboring rooms. 2. Individuals wanted more technology and furniture, which are also tied to availability.
66
APPENDIX E What would make you want to use the Learning Commons more often? What would make group use more often (96)
%
What would make individual use more often (304)
%
Combined (400)
Combined %
14 : insufficient
48
50.0%
136
44.7%
184
46.0%
9 : availability
46
47.9%
57
18.8%
103
25.8%
36 : technology
9
9.4%
70
23.0%
79
19.8%
37 : computer
3
3.1%
47
15.5%
50
12.5%
11 : furniture
3
3.1%
44
14.5%
47
11.8%
14
14.6%
29
9.5%
43
10.8%
6 : noise
Notes: 1. Groups mostly wanted more availability of rooms and less noise from neighboring rooms. 2. Individuals wanted more technology and furniture, which are also tied to availability.
67
APPENDIX E Additional services you would like to see in the LC‌
19 : other services 36 : technology 14 : insufficient 20 : tutoring 35 : math
Additional services desired -individual (304)
%
32
10.5%
18
5.9%
17
5.6%
17
5.6%
12
3.9%
11
3.6%
10
3.3%
8
2.6%
7
2.3%
6
2.0%
6
2.0%
5
1.6%
31 : subject-course number 10 : food 11 : furniture 37 : computer 9 : availability 16 : library service 25 : size
68
6 : noise 38 : print 12 : hours 13 : individual study
3
1.0%
3
1.0%
2
0.7%
1
0.3%
Notes: 1. There were few substantive responses. Many were blank or said “nothing.� 2. Tutoring makes up a significant percentage of non-blank responses.
69
APPENDIX E Breakdown of subject-specific responses
4 : chemistry 3 : business 9 : math 7 : foreign language 2 : biomed 5 : computer science 6 : economics 8 : geology 10 : psychology
Group Qualitative Survey (27)
%
Individual Qualitative Survey (55)
10
37%
7
9
33%
12
4
15%
19
2
7%
6
1
4%
7
0
0%
1
%
13% 22% 35% 11% 13% 2%
0
0%
1
0
0%
1
0
0%
2
2% 2% 4%
70
APPENDIX F: FRESHMEN & SOPHOMORES Student Organizations
71
APPENDIX F: FRESHMEN & SOPHOMORES LLC
72
APPENDIX F: FRESHMEN & SOPHOMORES Residence Halls
73
APPENDIX G: SURVEY RESULTS Survey Results
74
APPENDIX G: SURVEY RESULTS
75
APPENDIX G: SURVEY RESULTS
76
APPENDIX G: SURVEY RESULTS
77
APPENDIX G: SURVEY RESULTS
78
APPENDIX G: SURVEY RESULTS
79