Nancy H. DrydenShelley G. RosemanUniversity of Connecticut

Fourteenth Off-Campus Library Services Conference

Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses

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Today’s Presentation

Introduction

Adapting the Learning Commons (LC) Model

Literature Review

University of Connecticut (UConn)/Homer Babbidge Library

main campus project

Regional Campuses/Regional Campus Libraries (RCL)

Survey that includes other LC components

Results of survey

Next steps

Planning at each campus

Lessons Learned 2

Defining a “Regional Campus Libraries”

National Center for Education Statistics (NCES):Permanent facilities within a “commuting distance” offering distinct majors and both undergraduate and graduate programs.

~ Brandt et al (2006)

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Adapting the Learning Commons Model

Baseline: University of Connecticut Learning Commons Project Team, 2007

Utilizing existing models to address the needs of urban, suburban, and rural campuses.

Addressing the diverse needs of commuters and non-traditional learners as they breezed in and out of campus.

Responding to demands for quiet and occasional group space for projects.

Reinventing space while minimizing expenses.

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Outcome of Literature Review: Learning Commons

86% of college and university students were defined as commuter students - “that is, students not living in university-owned housing”

~ Tenhouse, 2002

“half the nation’s 20 million college students” are considered commuters

~ Sloane, May 13, 2008

there is a void in professional literature as it related to commuter campuses and the learning commons concept

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Key Sources Reviewed

“Information Arcade” at the University of Iowa (Lowry, 1994)

“Learning commons” and “information commons” (Beagle, Russell, & Bailey, 2006)

Intersection of content, technology, and services to support student learning.” (Lippincott, 2006)

“Diversity within the Learning Commons” (Franks & Tosko, 2007)

“Blended learning” (Garrison & Kanuka, 2004)

Regional campus learning commons (Ohio University's News & Information, January 18, 2007) 6

University of Connecticut is state flagship

institution with over 29,000

students

Homer Babbidge Library partnered with

Institute for Teaching and Learning to

build on existing elements

Consolidated academic support services,

created new learning spaces, support

for Gen. Ed. requirements

Learning Commons Project: Main Campus

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• Partnered with Foundation

• Campus partners provided equipment

and furniture

• Library budget funded iStudios

Funding from Multiple Sources

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Collaboration Station with bullet table

Writing Center area

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suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad

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urban, international, business, arts & sciences. 1,294 undergrads;

492 grad

Greater Hartford

rural, arts & humanities; 273

undergrads

urban, civic & community engagement. 909

undergrads; 138 grad

Long Island Sound,marine sciences /maritime studies. 713

undergrads; 38 grad

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Spring 2007 consultations with Learning Commons Project Team

at the Main Campus “RCL Learning Commons Team” was formed

Summer 2007 RCL Goal: “to develop plans for transforming student learning spaces”

Fall 2007RCL Project Plan- based on information gathering: conversations, environmental scans, site visits, campus presentations

January 2008

• RCL Survey (Survey Monkey)

• 30 questions

• Collaboratively created by Student Services,

Writing Center, IT departments

• Sections included: Research and Studying

Environment, Library, Writing Center, Tutoring

Services, Technology 12

Survey Themes

Library

Writing Center

Tutoring Services

Technology

Preference in location when working on

assignments

What is valued when working on

assignments?

Satisfaction Levels

Expected resources and services

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Expanding group meeting

rooms

Incorporating space for other departments

Accommodating the

individual learner

Expanding technology to accommodate

users

What were the libraries looking for in a Learning Commons?

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Department “buy-in”

Staffing Sharing Space Financial Resources

Campus-Wide Issues

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Survey Results: Student Expectations 16

weed

ing

collaborative learning

One-desk

signage

furn

ishi

ngs

optimizing space

Planning and Next Steps

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Planning and Next Steps

• Aggressive weeding to open up space within the library,• Increased collaborative learning opportunities,• More lenient food and drink policies,• Upgraded library terminals to include MS desktop

applications software,• One-desk service to replace traditional reference desks,• Enhanced signage,• Established collaboration with writing/tutoring centers, • Upgraded furnishings, and • Emphasis on optimizing space without undergoing

extensive remodeling/construction.

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Torrington Library

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rural, arts & humanities;

273 undergrads

Torrington Library

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End panels from Stamford campus

Greater Hartford Campus Library

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suburban, metropolitan issues, public policy and health policy. 1,299

undergrads; 1,470 grad

Avery Point Library

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Long Island Sound,marine sciences /maritime studies

713 undergrads; 38 grad

Waterbury Library

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Future home of the “Media:scape”

A classroom/math center becomes a multi-purpose room

urban, civic & community engagement. 909 undergrads; 138 grad

Stamford Library

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Future home of 2 collaborative study rooms

urban, international, business, arts & sciences. 1,294 undergrads;

492 grad

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First Bullet Table

Media:scape from Steelcase

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Lessons Learned

• Create a plan and gather quotes• Window-shop• Start small and work in stages• Work with your development colleague$• Evaluate your surroundings• Stay in sync with your campus• Be flexible: needs evolve constantly• Don’t buy furniture that can’t be moved around/repurposed• Remember, commuters need quiet • You can never have too many study rooms

http://www.realcostofprisons.org/comix/brodsky/if-you-build-it-they-will-come.html

“…like politics all information commons

are local” --- Forrest &

Halbert

Beagle, D. R., Russell, D., & Bailey, B. T. (2006). The information commons handbook..New York: Neal Schuman.

Brandt, J., Frederiksen, L., Schneider, T., & Syrkin, D. (2006). The face of regional campus libraries and librarianship. Journal of Library Administration, 45(1/2), 37.

Lowry, A. K. (1994). The information arcade at the University of Iowa. CAUSE/EFFECT, 17(3), Retreived December 14, 2009, from http://net.educause.edu/ir/library/text/CEM9438.txt

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105

Lippincott, J. K. (2006). Linking the information commons to learning spaces. In D. Oblinger G. (Ed.), Learning spaces. Retrieved December 12, 2009, from http://www.educause.edu/ir/library/pdf/PUB7102g.pdf

Sloane, W. (May 13, 2008, Views: The bachelor's degree is obsolete? Inside Higher Ed, Retrieved December 6, 2009, from http://www.insidehighered.com/views/sloane/sloane20

Tenhouse, A. M. (2002). Commuter students. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 451). New York: Macmillan Reference USA. Retrieved December 14, 2009, from Gale Virtual Reference via Gale http://tinyurl.com/ycwqalc

University of Connecticut Learning Commons Project Team. (2007). Learning commons project report. Unpublished.

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University of Connecticut

Nancy H. Drydennancy.dryden@uconn.edu

Shelley G. Rosemanshelley.roseman@uconn.edu

Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses