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Great Places for Learning

Great Places for Learning. But how do we know they are?. ICCCA/NILRC Workshop November 2007 Scott Bennett, Yale University Librarian Emeritus. The commuter campus. Community college campus are in significant measure defined by access roads and parking lots

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Great Places for Learning

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  1. Great Places for Learning But how do we know they are? ICCCA/NILRC Workshop November 2007 Scott Bennett, Yale University Librarian Emeritus

  2. The commuter campus • Community college campus are in significant measure defined by access roads and parking lots • For commuting students, the campus is rarely the dominant environment Map of Parkland College, Champaign, IL

  3. Places that compete for students’ allegiance • 61% attend college part-time • 57% work more than 20 hours a week • 32% have children living at home • 16% are taking classes at more than one institution simultaneously Source: Community College Survey of Student Engagement

  4. Additional competition fromvirtual learning spaces

  5. Students’ reasons for taking online courses Source: NSSE Annual Report, 2006

  6. How might we measure campus performance?

  7. Road tests/Performance tests • Road test: increased student use of space • Performance test: space demonstrably fosters specific learning behaviors known to be effective

  8. Three PKAL performance tests • Learning takes place in a community where faculty see students as partners in learning • Learning is personally meaningful and steeped in investigation from the first first course through capstone courses. • Learning takes place in a community where students collaborate with one another.

  9. PKAL 1: Learning takes place in a community where faculty see students as partners in learning

  10. Typical classroom design denies that faculty and students are partners

  11. Typical classroom design affirms the authority of faculty over knowledge

  12. Some pertinent CCSSE learning behaviors Source: Illinois community college data only

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