Learning Commons Beginnings: Addressing the
Needs of Academic Regional Campuses
Nancy H. Dryden
Shelley G. Roseman
University of Connecticut
Fourteenth Off-Campus Library
Services Conference
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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
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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 nontraditional 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 universityowned 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)
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Learning Commons Project: Main Campus
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
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Funding from Multiple Sources
•Partnered with Foundation
•Campus partners provided equipment
and furniture
•Library budget funded iStudios
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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
Greater Hartford
rural, arts &
humanities; 273
undergrads
urban, civic & community
engagement. 909
undergrads; 138 grad
urban, international, business, arts & sciences.
1,294 undergrads;
492 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 2007
RCL Project Plan- based on information gathering:
conversations, environmental scans, site visits,
campus presentations
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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
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Survey Themes
Preference in location
when working on
assignments
Library
Expected resources
and services
Writing
Center
What is valued when
working on
assignments?
Tutoring
Services
Technology
Satisfaction Levels
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What were the libraries looking for in a
Learning Commons?
Expanding
group meeting
rooms
Incorporating
space for
other
departments
Accommodating
the individual
learner
Expanding
technology to
accommodate users
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Campus-Wide Issues
Department
“buy-in”
Staffing
Sharing Space
Financial
Resources
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Survey Results: Student Expectations
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Planning and Next Steps
signage
optimizing space
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Planning and Next Steps
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•
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•
•
•
•
•
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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
rural, arts &
humanities;
273
undergrads
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Torrington
Library
End panels from
Stamford campus
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Greater
Hartford
Campus
Library
suburban, metropolitan issues, public
policy and health policy. 1,299
undergrads; 1,470 grad
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Avery Point Library
Long Island Sound,
marine sciences /maritime studies
713 undergrads; 38 grad
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Waterbury Library
urban, civic & community engagement.
909 undergrads; 138 grad
A classroom/math center
becomes
a multi-purpose room
Future home of the “Media:scape”
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Stamford Library
urban, international, business, arts &
sciences. 1,294 undergrads;
492 grad
Future home of 2
collaborative study
rooms
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First Bullet
Table
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Media:scape from
Steelcase
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Lessons Learned
•Create a plan and gather quotes
•Window-shop
“…like politics all
•Start small and work in stages
information commons
are local”
•Work with your development colleague$
--- Forrest & Halbert
•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
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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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Learning Commons Beginnings: Addressing the
Needs of Academic Regional Campuses
University of Connecticut
Nancy H. Dryden
nancy.dryden@uconn.edu
Shelley G. Roseman
shelley.roseman@uconn.edu
Presentation is available at: http://tinyurl.com/2vnrezd
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