DRAFT – November 19, 2008
University of San Diego
Campus Planning Next Steps 9 Related to Academic Programs
What types of learning and social networking spaces will
be needed over the next 10 years to accommodate new
learning styles and facilitate connectedness of students to
faculty -- both within disciplines and across disciplines?
The University of San Diego, like many universities, is planning and building new and
improved learning spaces for its students. Research has shown that effective design of
learning spaces?whether a library, a café or dining facility, a classroom, a laboratory,
or some informal space?improves student learning (Learning Spaces, 2006, D.
Oblinger, editor). At many universities the design of learning spaces expands to
include the consideration that student learning takes place not only outside of the
classroom but also in the virtual spaces of a digital world. To meet these complex
demands of the 21st century students, educators and space planners are combining,
pedagogy, learning science, and technology to design new and improved learning
spaces. Some of the leading research on learning space design states that JKit is vital
to give coherence and consistency to the design of learning spaces by balancing
learning theory, faculty and student culture, institutional goals, and resources, all in the
face of a rapidly changing digital environment.L (M. Brown, EDUCAUSE Review, vol.
40, no. 4 (July/August 2005): 30).
In order to design the best learning environment for our student we first must answer
a few basic questions. What do we want our students to learn? Who are our students
and what attributes, expectations, and skills are they bringing to campus? What
practices promote student learning?
Table 1 presents answers to these questions and implications for learning space design
that follows from these answers. Learning goals for our students are currently under
discussion. Table 1 shows most recent version of undergraduate learning goals.
These goals fall into three categories: (1) knowledge (2) skills and (3) personal and
social responsibility.
Table 1 also reports Oblinger and OblingerZs (see reference attached to Table 1)
findings of the predominant traits of our undergraduate students including: (1) group
activity orientation (2) goal oriented (3) multitaskers (4) experimental (5) reliant on
network access and (6) visual.
Kuh et al. (see reference attached to Table 1) report that based on decades of research
that best educational practices include: (1) academic challenge (2) active learning (3)
collaborative learning (4) high student-faculty contact (5) enriching educational
experiences and a (6) supportive campus environment.
Table 1
USD’s Undergraduate Learning Outcomes, Traits of Future Students, Best Practices, and Implications for
Learning Spaces
What do we want our
students to Learn?
USD's Undergraduate Learning
Outcomes
Who are our students?
Knowledge
Arts
Humanities
Mathematics
Sciences
Social Sciences
Skills
Communication
Critical Thinking
Independent Learning &
Thinking
Personal and Social
Responsibility
Cultural Competency
Ethical & Responsible
Conduct
Religious Reflection
Well-being
Civic Engagement
Global Engagement
Group activity oriented
Net Gen Traits
(Undergraduates)*
Goal and achievement
oriented
Multitaskers
Experimental; trial-and-error
learners
Heavily reliant on network
access
Pragmatic and inductive
Ethnically diverse
Visual
Interactive
What are effective education
practices?
Success in College: Creating
Conditions that matter.**
Academic Challenge
High expectations
Appropriate time on task
Rigorous culminating experiences
Active Learning
Hands-on activities
Learning communities
Collaborative Learning
Group study
Student-Faculty Interaction
Accessible faculty
Availability outside of class
Joint research projects
Enriching Educational Experiences
Student diversity experiences
Civic engagement activities
Service learning activities
Leadership development
Supportive Campus Environments
Faculty sympathetic
Administration helpful
Fellow students are friendly
Implications for Learning
Spaces
Components and
Characteristics
Flexible and adaptable
Multi-purpose or Multifunctional
Promotes Student
Engagement &
Interactive Learning
Information and Task
Oriented
Capable of Active Team
Collaboration
Design influenced by
pedagogical goal
Comfortable, Attractive,
and Visually Appealing
Ubiquitous Broadband
Wireless and Wired
Network
Capable of Supporting
Interdisciplinary Work
Transparent and Effective
Technology
*Educating the Net Generation, ed. Diana G. Oblinger and James L. Oblinger (Boulder, Colo.: EDUCAUSE, 2005), e-book,
available at http://www.educause.edu/LearningSpaces/6072.
**Student Success In College: Creating Conditions that Matter, Kuh, G. D., Kinzio, J., Schuh, J. H., Whitt, E. J. &
Associates (San Francisco: Jossey-Bass, 2005)
The last column in Table 1 describes some of the implications for learning spaces that
follow from consideration of our student learning goals, our studentsZ traits, and best
learning practices. Generally speaking, the student learning spaces need to be flexible,
allowing for group activity and active learning, supported by a technologically savvy
environment. The remaining sections of this paper elaborate and go in to much more
detail the implications for classrooms, labs, informal spaces etc.
Chris Dede has made similar conclusions and points out that when planning for the
next generation of learners, or neomillennial students, the shifting learning styles
dictate some fundamental changes (and experiments) that universities will have to
face: (1) Wireless everywhere f the mobility of students is already here and a state-of-theart pervasive wireless network and resources that accommodate smart phones, PDAs,
iPhones, iPods, etc. is essential for the total convergence of the campus learning
environment. (2) Multipurpose habitats f create spaces that are
Jlayered/blended/personalizable placesL rather than simply creating a static
environment such as the typical campus computing lab of today. (3) Augmented reality f
experimenting with smart objects and intelligent contexts (via GPS, Proximity chips,
RFID tags and transceivers). (4) Mirroring f This would involve experiments with rich
immersive virtual environments that replicate physical places for learning. (C. Dede,
Ch. 15, Educating the Net Generation, 2005, D. Oblinger and J. Oblinger, editors).
In an effort to address these impending changes in the types of students and diversity
of learning that will emerge, the University needs to consider new options for spaces
that will provide attractive environments for interaction of faculty and students within
and across disciplines. The following examples are taken from other universities that
have invested in efforts to design physical spaces that foster innovative learning.
1. Classrooms -- We anticipate that the typical USD classroom will have multiple
levels of technology. We are setting two levels of technology standards:
Basic/General, Advanced/ JSmart.L Currently 40 USD classrooms contain some
form of JsmartL technology (typically in SBA, Sci-Tech, SOLES, Law and other
locations). The components for a USD smart classroom include Sympodiums,
projectors, document cameras, audio playback system, microphones, touchscreen
controls, SmartBoard, audience response system, Echo 360 video/audio capture
system, Tidebreak collaboration software, etc. The most advanced experimental
classroom at USD, Serra 155, contains Tidebreak collaborative learning software,
multiple displays for collaboration, smart Sympodium technology, multiple
projectors, LCD displays, computers for each student and modern furniture that is
attractive and functional. We anticipate that USD may need special classrooms that
are oriented to graduate/professional programs vs. ones that are designed for
undergraduate students. Furniture and room treatments that are attractive and
foster collaboration are a necessity. The following photographs show features of
modern university classrooms that demonstrate the direction for USD classroom
improvements.
University of Minnesota f SCALE-UP Classroom. Note that SCALE-UP classrooms
of various sizes have been created across the country. A few are shown below. All
share certain features: tables to facilitate group interactions (usually round, 6' or 7' in
diameter); white boards around the room and/or for each group; teacher station near
the center of the room; and networked laptop computers.
University of Minnesota f SCALE-UP Classroom in use.
North Carolina State University SCALE-UP Classroom with capacity for 99 students.
Pennsylvania State University SCALE-UP Classroom
Florida State University SCALE-UP Classroom
UNC f Semi-Hexagonal Smart Classroom
University of Alabama Studio Classroom
University of North Carolina f Smart Classroom with advanced Sympodium
Corporate Smart Classroom f Bangalore, India
University of Missouri Smart Classroom f Semi-Hexagonal design
University of San Francisco Smart Classroom
2. Special Labs and Computing Labs -- Most of USDZs computing labs are typical
for U.S. universities. However, we anticipate that computing labs will be
transformed into blended spaces that include some casual study spaces for group
collaboration. There are likely to be significantly more open spaces that join
traditional computing labs with cafés or library spaces. There are likely to be some
specialized lab facilities that may be discipline-specific; however, there should be
consideration of creating those spaces in a way that promotes interdisciplinary
work. The following examples demonstrate labs that promote the type of active
learning that we feel will be prominent in higher education for the next decade.
MIT f TEAL (Technology Enhanced Active Learning) Physics Laboratory. All MIT
introductory physics courses are taught in the TEAL Lab.
CSU Fullerton Decision Support Lab.
UC Riverside Hyperstudio
Emory University Computing Lab
Emory University Computing Lab (dual monitors per station)
Kansas State University f Music/Acoustics Lab
3. Library and Information Commons -- The role of the Academic Library is
changing as the need for stack space declines and online library materials, indices,
databases, catalogs, etc. expand. Yet the role of the library remains as the cornerstone
of academic and scholarly activity at universities f the library is in fact the largest
classroom on campus. Leading university libraries now contain robust power and
wireless network infrastructures to accommodate hundreds, if not thousands, of
students studying and learning throughout the academic year. Increasingly, the
modern academic library contains JInformation CommonsL or centers for
collaborative learning, special group study spaces, interdisciplinary study spaces, smart
classrooms, modern computing labs, and computer checkout facilities. New library
elements include: Social spaces, informal lounge spaces, collaboration spaces in
hallways/foyers, media labs, technology centers, coffee shops/cafes, and 24-hour
rooms that are always open. The following examples illustrate a few of the modern
academic libraries that reflect trends USD might consider in the next decade.
Northwestern University Library (Note the raised floor to facilitate a massive array of
power outlets and network cabling connections)
Santa Clara University Library f Screen tables (dual monitors at each station)
University of Kentucky Library
Duke University Information Commons
Emory University Library study/learning
Emory University Group Study/Conference Space in Library
Georgia Tech Information Commons Learning/Study Space
Emory University Collaboration/Training Area in Library
Columbia University Library -- Group Study/Lounge Spaces
Santa Clara University -- Library provides a relaxed environment complete with plenty
of spacious and comfortable sitting options where students can socialize, study
together, or just relax between classes.
Emory Library -- Faculty Training Space
Emory University -- Gallery Classroom/Theatre Room within Library
Northwestern University Informal Collaborative Learning Space in Library
University of Arizona f One of 19 group study rooms in Library Information
Commons. Group study carrels for pairs of students shown in the foreground.
University of Arizona f Information Commons with 215 desktop computers, open 24
hours per day.
Abilene Christian University -- Library computer pods to promote group
collaboration
Oberlin College Library f Student group study room (reservations required)
4.
Cafés and Lounge Spaces f Many academic libraries have become the
centerpiece of campuses and represent the most important and most frequently
used spaces. We believe that USDZs library and the LRC represent the largest
classrooms on campus. As library use has increased and changed, it is evident that
many libraries have recognized that attractive spaces for social and intellectual
activity need to provide services beyond the traditional library services. Many
university libraries have expanded hours, added 24-hour rooms, study places, and
even lounges and cafés and vending services that offer a wide variety of food and
beverages. Many libraries have added cyber cafés and lounges with comfortable
and relaxing atmospheres. There is a trend to allow food and beverages into the
library spaces. The following photos show some of the types of library lounges and
cafés that help make the Library an even more attractive place for students and
faculty to interact and engage in informal learning.
Duke University Library f Café and lounge.
University of Texas at Austin -- Interior of "Prufrock's Java City" cafe in the PerryCastaneda Library,
Oberlin College Library f Grand opening of Azariah's café (free coffee tasting)
Oberlin College Library f Azariah's café (laptop booths in background)
Santa Clara University Library f Café (indoor and outdoor seating). Patrons can eat
and drink everywhere in the library.
5.
Hallways, Foyers, and Other Spaces f Universities have taken advantage of
what may be considered to be idle or stagnant space to offer opportunities for
learning and interaction. Once hallways and foyers were simply considered spaces
to pass through. In innovative buildings, such spaces may have white boards or
black board walls to allow people to interact and work informally on academic
matters. Foyers and hallways may be equipped with computer kiosks, surface
computers, digital signage, and touch screens to help make spaces more useful.
Outdoor spaces can be unique and inspiring ways to change the way classes and
learning occur, which dictates that campuses have robust and pervasive wireless
network technology everywhere. The following examples show how nontraditional spaces might be used for learning opportunities.
MIT Stata Center f Class discussion taking place in outdoor amphitheater.
University of Kentucky f White boards in hallways in Information Commons
Boulton College f Stand-alone wall-mounted PCs in the corridor giving quick access
to information for faculty and students.
Nottingham University f J15 Minute PCsL located in the Foyer to the Center for
Integrative Learning.
Duke University f Information Kiosks and Printer Kiosk in Hallway.
Duke University f Information Kiosks in Library Foyer.
MIT Stata Center f Massive blackboard wall spaces for groups to interact in informal
hallway spaces.
6.
Spaces for Interdisciplinary Study f Typically, universities do not set aside
entire buildings for interdisciplinary study. However, in 2004 MIT created the Stata
Center interdisciplinary scholarship in Computer science, Information /
intelligence sciences, Linguistics, and Philosophy. More often universities will
establish spaces within buildings or a library to create a space for interdisciplinary
study. The Salk Institute, in La Jolla, California, is designed to foster
interdisciplinary research in medicine, biological sciences and chemistry.
Researchers suggest that learning spaces should be flexible, offer special research
facilities, classrooms, auditorium, and social spaces to foster collaboration among
scholars.
MIT Stata Center combines programs in Computer science,
Information / intelligence sciences, Linguistics, and Philosophy
Salk Institute -- Building and facilities are designed for interdisciplinary research
among scientists.
Harvard University f Building locations to help foster interdisciplinary collaboration.
Pennsylvania State University f Interdisciplinary research building for 21st-century
science, the Millennium Science Complex will provide a central location for faculty
and students involved in materials research to collaborate across departmental
boundaries in a state-of-the-art research facility.
Concluding Remarks
There is considerable evidence that active learning is social and requires feedback and
interaction among participants. It is important that the physical space helps students:
get to know one another and engage in dialogue; work on group projects such as
collaborative learning; interact in a variety of ways; and present their work publicly,
teach others or give feedback.
There are several compelling reasons why USD needs to begin addressing the
development of innovative learning spaces. It is important for USD Administrators
and Faculty to understand that many universities have already taken steps to create
new learning spaces that address the myriad of ways the Net Generation students
learn. Students coming to universities today have different expectations than students
just a decade ago. For USD to continue to be competitive and build a reputation for
excellent and rigorous academic programs, it is important to have the most advanced
learning facilities that we can afford. Student retention is also a critical factor for Net
Generation students who are mobile f if their experiences in classrooms, labs and
other spaces are not positive, they will migrate to other universities. Some learning
spaces can be structured and designed to help encourage interdisciplinary work.
Technology in spaces can help to extend the global reach of learning. There is an array
of assessment evidence from faculty who have used innovative spaces for teaching
and learning that indicates they see considerable value in such spaces. New faculty
who come from other institutions that have advanced technology in classrooms, labs
and other spaces expect USD to have similar technology.
The Academic Technology Services (ATS) unit and the Center for Educational
Excellence (CEE) are well-equipped and prepared to assist faculty in learning to
effectively use technology and new best learning practices within these new types of
student learning spaces. Within ATS and CEE, the University is prepared to offer the
support and training needed to help faculty succeed.