Middlebury College Academic Roundtable The Changing Landscape of Learning 2017.11.14
JONES ARCHITECTURE, INC. 10 DERBY SQUARE, SUITE N3 SALEM, MA 01970 WWW.JONESARCH.COM 978.744.5200 RICK@JONESARCH.COM
AGENDA Learning Spaces • 10 Trends • Learn by Doing • Squeak and Hum • Discussion -----------------------------The Library • Our Research • Your Survey • Discussion
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TRENDS IN LEARNING 3
broad range of teaching and learning styles provide a diverse portfolio be interdisciplinary be flexible find learning spaces everywhere increased competition, increased expectations combine service and learning seek program consolidation learn by doing squeak and hum
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broad range of teaching and learning styles provide a diverse portfolio be interdisciplinary be flexible find learning spaces everywhere increased competition, increased expectations combine service and learning seek program consolidation learn by doing squeak and hum
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LEARN BY DOING 6
sage on the stage
guide on the side
vs. 7
Has this shift to active learning presented challenges at Middlebury College? Faculty resistance? Restructuring class material? Creating complementary media content? AV/IT/Power infrastructure? Room dynamics? Furniture accommodations? Operational support? Other? 8
active learning learning commons digital scholarship + media simulation maker space 9
Norwich University Kreitzberg Library
active learning
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Norwich University Kreitzberg Library
active learning
SANDBOX 1 high-tech perimeter stations fixed furniture SANDBOX 2 low-tech flexible furniture breakout spaces
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Norwich University Kreitzberg Library
active learning
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Norwich University Kreitzberg Library
active learning
13
Norwich University Kreitzberg Library
active learning Lessons Learned Value of Sandbox Prototypes Importance of Training Managing Expectations Your experience?
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learning commons
Northeastern University African-American Institute
6 1
5 2
3
1 2 3 4 5 6
4
0'
6'
Reception Media Room Library Lounge + Storage Conference Room Conference Room
12'
24'
15
learning commons
Northeastern University African-American Institute
6 1
5 2
3
1 2 3 4 5 6
4
0'
6'
Reception Media Room Library Lounge + Storage Conference Room Conference Room
12'
24'
16
Northeastern University African-American Institute
learning commons
17
Northeastern University African-American Institute
learning commons Lessons Learned
Program Diversity Flexibility (furniture, AV, IT, power) Room Reset Group Size Multi-purpose Your experience? 18
Dartmouth College Jones Media + edX
digital scholarship + media
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Dartmouth College Jones Media + edX
digital scholarship + media
20
Dartmouth College Jones Media + edX
digital scholarship + media
service point 21
Dartmouth College Jones Media + edX
digital scholarship + media
commons 22
Dartmouth College Jones Media + edX
digital scholarship + media
innovation studio 23
Dartmouth College Jones Media + edX
digital scholarship + media
24
Dartmouth College Jones Media + edX
digital scholarship + media
25
Dartmouth College Jones Media + edX
digital scholarship + media
DartmouthX studio 26
Dartmouth College Jones Media + edX
digital scholarship + media Lessons Learned BYOD vs. Space Provisions User Friendly vs. Guided Remember your Audience Service Point(s) Flexibility and Multi-Use Your experience? 27
simulation
Northeastern University Crisis Responce Center
1
2
6 5
4
1 2 3 4 5 6
3
COMMAND CENT CLASSROOM EGRESS STAIR KITCHEN BREAKOUT SERVER ROOM
28 0'
6'
12'
Northeastern University Crisis Responce Center
simulation
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Northeastern University Crisis Responce Center
simulation
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Northeastern University Crisis Responce Center
simulation
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simulation
AV
Norwich University Cyberforensics Center
AV
OPEN TO BELOW
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Norwich University Cyberforensics Center
simulation
33
Norwich University Cyberforensics Center
simulation
34
Norwich University Cyberforensics Center
simulation
35
Norwich University Cyberforensics Center
simulation Lessons Learned
Bespoke Solutions Tailored to an Institution’s Strength Low/High Tech as Appropriate Observation Breakout and Project Space Your experience?
36
Olin College of Engineering Design Studio + Fabrication Center
maker space
37
Olin College of Engineering Design Studio + Fabrication Center
maker space
38
Olin College of Engineering Design Studio + Fabrication Center
maker space
39
Olin College of Engineering Design Studio + Fabrication Center
maker space
40
Olin College of Engineering Design Studio + Fabrication Center
maker space
41
Olin College of Engineering Design Studio + Fabrication Center
maker space
42
Olin College of Engineering Design Studio + Fabrication Center
maker space
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Olin College of Engineering Design Studio + Fabrication Center
maker space
44
Olin College of Engineering Design Studio + Fabrication Center
maker space
45
Olin College of Engineering Design Studio + Fabrication Center
maker space
46
Lessons Learned OSHA, Safety, Policy and Protocol Sightlines and Shutoffs Flexibility over time Transition from “Classroom” to “Shop” Your experience?
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SQUEAK AND HUM 48
vs. “I cannot teach here. I am overwhelmed by the technology, and I think that the students are too.”
“This space has spoiled me for other classrooms on campus. I cannot teach anywhere else.”
Norwich University, School of Humanities, Criminal Justice Faculty
Northeastern University, D’Amore McKim College of Business Faculty
49
vs. How people used to teach, how people teach today.
Student and faculty expectations.
How people used to learn, how people learn today.
Facility and confidence with technology and how to deliver content. 50
Harvard Hall Pilot Classroom Harvard University
squeak and hum
traditional, passive, face-forward learning 51
Harvard Hall Pilot Classroom Harvard University
squeak and hum Pierce 301 Precedent
active, team, project-based learning 52
Harvard Hall Pilot Classroom Harvard University
squeak and hum
“The space is bright, open, and intentionally low-tech. The room features lots of whiteboards, some fixed to the walls and others rolling on casters, and small paisley-shaped tables, easily rearranged to accommodate two, four, or six seats ... A few indispensible accoutrements were needed - lots of wireless Internet connectivity; push-of-a-button shades to cover the skylight; and a guarantee from the building manager that the room would be restocked daily with working whiteboard markers.”
from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis
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Harvard Hall Pilot Classroom Harvard University
squeak and hum
“Yet in the Harvard College classroom, almost nothing is digital. It is all person-to-person-to-person, a cacophony of squeaky markers and chattering students, assistants, and professor, above which every now and then can be heard these most joyous words, Oh! I get it now!”
from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis
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Harvard Hall Pilot Classroom Harvard University
squeak and hum
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Harvard Hall Pilot Classroom Harvard University
squeak and hum
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Harvard Hall Pilot Classroom Harvard University
squeak and hum
33 topic units were a lot to prepare - slide deck, recorded lecture, readings, in-class problems. Keeping the classroom noncompetitive cultivates a culture of trust and support. In-class problem solving is pedagogically inefficient. You will not “cover” as much.
Traditional three class hours per week is anachronistic and not optimal for this type of learning. More class time for practice, drill, testing. Randomize working groups. Shuffle at mid-term so everyone can exchange their newly acquired problem solving strategies.
from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis
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DISCUSSION 58
THE LIBRARY 59
big ideas and trends New modes of delivering content are impacting how teaching and learning happens on campus.
Collaboration may be where it’s at, but not everyone wants to be there.
Faculty increasingly behave like shepherds of the learning process, guiding students working in small groups, rather than standing at the front of the room and delivering a 45 minute soliloquy. This shift translates to the type of resources and study space that we see in academic libraries - group study rooms, team-based collaborative spaces, and social learning settings. Moreover, libraries are becoming home to classrooms that are in the registrar’s portfolio. Often these are “sandbox” type environments that offer new technologies or support new teaching modes before these are rolled out across campus.
Collaborative learning is something that we hear from everyone that we visit. It is a critical component to content delivery, and students learn in structured group formats, as well as ad hoc social group settings. However, many students still thrive in the solitude of individual study. Libraries still maintain quiet floors or rooms. In one such instance, we noted that the library had set aside a “silent room”, taking this to another level. This is representative of some backlash against the trend toward the loud, open, collaborative work areas that have become so prevalent.
Reports of the library’s death have been greatly exaggerated. We are regularly asked whether online resources will replace the academic library. Quite to the contrary, libraries remain vital, active resources to students and faculty. Although the primary purpose is collections (and all of the benefits that offers to research), libraries are now home to a diverse array of programs that support the learning endeavor in the broadest terms. Moreover, in terms of campus planning, libraries are often in the center of campus since they date back to the origin of the institution. This central position ensures that they play a pivotal role in the day to day life of the student.
A new generation of digitally savvy students set high expectations in terms of resources. Technology continues to move closer to the body, in the form of laptops, tablets, phones, watches and combinations thereof. The learning environment is increasingly nomadic, following students wherever they go. Student expectations are that the digital resources that they need will be available to them wherever they are on campus. The academic library must respond to this demand in the form of wireless and hard connectivity, on-demand access to presentation and collaborative work areas, and technical support for the panoply of devices that students employ. 60
OUR RESEARCH 61
our research Over the past 4 years, we have looked at 75+ academic libraries. Categories that we have tracked include the following: • institution • library • number of libraries on campus • weekly hours of operation • food and drink policy • year completed • architect • undergraduate FTE • graduate FTE • number of undergraduate majors
• number of graduate majors • number of volumes • number of online titles • number of periodicals in print and electronic • seat types and quantities • strategic partners (tutoring, IT support, counseling, media lab, archives, instruction space, student services, etc.) 62
our research At 116 hours per week, Davis Family Library outstrips libraries of a similar vintage by 10 hours/week.
weekly hours of operation, pre-2006 180 160 140
average 105
120 100 80 60 40 20 0 63
our research At 116 hours per week, Davis Family Library operates similar to libraries that have been built in the last 10 years.
weekly hours of operation, post-2006 180 160 140
average 118
120 100 80 60 40 20 0 64
our research At 2500 undergraduate FTE, Middlebury College is below our the overall average of the FTE in the institutions that we have surveyed. But, your College is aligned with the bulk of the institutions that we have surveyed - less than 4000 students liberal arts college.
45000 40000 35000 30000 25000 20000 15000
average FTE 6575
10000 5000 0 65
our research The Davis Family Library provides seats for approximately 34% of its undergraduate FTE. In terms of quantity, this far outstrips libraries of a similar vintage (at 15%!).
seat count, % of Undergrad FTE, pre-2006 40% 35% 30% 25%
average 15.2%
20% 15% 10% 5% 0% 66
our research The Davis Family Library provides seats for approximately 34% of its undergraduate FTE. In terms of quantity, this far outstrips libraries dating from the past 10 years (at 21%!).
seat count, % of Undergrad FTE, post-2006 50% 45% 40% 35% 30%
average 20.9%
25% 20% 15% 10% 5% 0% 67
our research
Undergraduate Academic Libraries seat type, pre vs. post-2006 40% 35% 30% 25% 20% 15%
seat type, pre-2006
10%
seat type, post-2006
5% 0%
68
our research The Davis Family Library varies from libraries older than 10 years in that carrels, work stations, and instruction space seats trend high, while open tables and group study seating trend low.
seat type, Davis Library vs. pre-2006 40% 35% 30% 25% 20% 15%
seat type, pre-2006
10%
seat type, Davis
5% 0%
69
our research The Davis Family Library varies from libraries within the last 10 years in that carrels, work stations, and instruction space seats trend high, while open tables and group study and soft seating trend low.
seat type, Davis Library vs. post-2006 40% 35% 30% 25% 20% 15%
seat type, post-2006
10%
seat type, Davis
5% 0%
70
our research FACULTY RESOURCES: PhD studies, research and instruction center, faculty studies, faculty research room, resource management and assessment, center for teaching and learning, center for teaching excellence, emeritus studies
MEDIA: video preview rooms, digital studio, microfiche/ film/form, video studio, media viewing and listening, innovation studio, screening room, presentation practice rooms, TV studio, editing suites, makerbots, media and technology center
CAMPUS RESOURCES: art gallery, assembly space, event space, museum, exhibit room
INFORMATION TECHNOLOGY: client services, printing hubs, computer help desk, media tech services, computer sales and service, technology integration services, digitization and scanning services
STUDENT RESOURCES: ESL center, writing center, creative arts center, assistive technology study space, tutoring, math lab, learning center, academic resource center, center for academic enrichment, academic achievement center, counseling, disability resource center, student support services, reading and study skills, academic advising, career center, office of international programs, fiscal services, language lab, speech lab, interactive learning center, graduate reading room, academic integrity office INSTRUCTION SPACES: CAD lab, general purpose classroom, seminar room, auditorium, SCALEUP-style instruction space, conference room, fab lab
SPECIALTY RESOURCES: special collections, archives, center for investigative journalism, digital humanities project lab, institute for public enterprise, institute for writing and rhetoric, center for advancement of learning, news center, radar and bridge simulator, map room, global studies program, printmaking lab, conservation lab, quantitative reasoning center, oral history project, geographical and statistical information center AMENITIES: cafe, student lounge, vending, lockers, computer lab, commuter student area, general-use kitchenettes 71
our research FACULTY RESOURCES: PhD studies, research and instruction center, faculty studies, faculty research room, resource management and assessment, center for teaching and learning, center for teaching excellence, emeritus studies
MEDIA: video preview rooms, digital studio, microfiche/ film/form, video studio, media viewing and listening, innovation studio, screening room, presentation practice rooms, TV studio, editing suites, makerbots, media and technology center
CAMPUS RESOURCES: art gallery, assembly space, event space, museum, exhibit room
INFORMATION TECHNOLOGY: client services, printing hubs, computer help desk, media tech services, computer sales and service, technology integration services, digitization and scanning services
tutoring, math lab, learning center, academic resource center, center for academic enrichment, academic achievement center, counseling, disability resource center, student support services, reading and study skills, academic advising, career center, office of international programs, fiscal services, language lab, speech lab, interactive learning center, graduate reading room, academic integrity office
SPECIALTY RESOURCES: special collections, archives, center for investigative journalism, digital humanities project lab, institute for public enterprise, institute for writing and rhetoric, center for advancement of learning, news center, radar and bridge simulator, map room, global studies program, printmaking lab, conservation lab, quantitative reasoning center, oral history project, geographical and statistical information center
INSTRUCTION SPACES: CAD lab, general purpose classroom, seminar room, auditorium, SCALEUP-style instruction space, conference room, fab lab
AMENITIES: cafe, student lounge, vending, lockers, computer lab, commuter student area, general-use kitchenettes
Partner Programs
Are there existing partners at Davis Family STUDENT RESOURCES: ESL center, writingcould center, Library that be better leveraged? creative arts center, assistive technology study space,
Are there other potential partners on campus that would be better served in Davis?
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YOUR SURVEY 73
1. Group study / meeting rooms 2. Open collaborative spaces ( e.g. library cafe furniture, booths, tables, mo your survey 3. Open Carrels 4. Study Tables 5. Comfy Chairs
Open text box comments – too numerous to include – see full results for all responses. ones are included with our recommendations. 74
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
What are the nature of group studies? Behind doors? Or open group seating? Both? What are the AV/IT requirements for these spaces? 75
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
Scheduling software and room wizard hardware accessed via Middlebury College intranet or student login. 76
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
Are these quiet areas (out in the open), private (carrel), or collective (i.e. silent room)?
77
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
Seems at odds with the 2.5% “comfy chairs” allocation in the survey. Are there partner programs (wellness? counseling? other?) that serve this purpose that could be more strategically located in the library? 78
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
The current percentage of seats allocated to study carrels at Davis Family Library far outstrips current library trends (34% vs 14%). What is driving this request? Are the current carrels not well distributed, or is there an appearance that they are more occupied than they actually are? Are they assigned? 79
your survey
Open text box comments – too numerous to include – see full results for all responses. A few sample ones are included with our recommendations.
Themes from survey: ●
● ● ● ● ●
Students want more space to collaborate with others - more group studies and more collaborative open space with flexible, comfortable furniture and booths. Students want an easier way to know real-time whether a space is reserved and to have the ability to self-schedule space. Students want more defined quiet areas and separation of noise from nearby areas. Students also want comfy places to relax and de-stress: break, lounge, sleep, or meditation areas. Also free food and drinks in break/lounge area. Other amenities to promote relaxation such as artwork, plants, little “nooks”, couches, beanbag chairs, ottomans, etc. Students want more study carrels and some want standing desks. Students want more computers, especially macs.
Does Middlebury College have a BYOD policy for all students? Is this being driven by lack of computers, software, or peripherals (plotters, fabrication space, etc)? 80
DISCUSSION 81