Nancy H. Dryden Shelley G. Roseman University of Connecticut

1. Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses Nancy H. DrydenShelley G. RosemanUniversity of Connecticut Fourteenth Off-Campus Library Services Conference

2. 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

3. 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)

4. 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.

5. 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

6. 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)

7. 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

8. Funding from Multiple Sources • Partnered with Foundation • Campus partners provided equipment and furniture • Library budget funded iStudios

9. Collaboration Station with bullet table Writing Center area

10. 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 Long Island Sound,marine sciences /maritime studies. 713 undergrads; 38 grad urban, international, business, arts & sciences. 1,294 undergrads; 492 grad

11. Spring 2007 • consultations with Learning Commons Project Team at the Main Campus • “RCL Learning Commons Team” was formed • Summer 2007RCL Goal: “to develop plans for transforming student learning spaces” Fall 2007RCL Project Plan- based on information gathering: conversations, environmental scans, site visits, campus presentations

12. 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

13. Expected resources and services • Preference in location when working on assignments • What is valued when working on assignments? • Satisfaction Levels Survey Themes Library Writing Center Tutoring Services Technology

14. What were the libraries looking for in a Learning Commons?

15. Campus-Wide Issues

16. Survey Results: Student Expectations

17. Planning and Next Steps collaborative learning weeding furnishings signage One-desk food and drink policies optimizingspace

18. 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.

19. Torrington Library rural, arts & humanities; 273 undergrads

20. Torrington Library End panels from Stamford campus

21. Greater Hartford Campus Library suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad

22. Avery Point Library Long Island Sound,marine sciences /maritime studies 713 undergrads; 38 grad

23. urban, civic & community engagement. 909 undergrads; 138 grad Waterbury Library A classroom/math center becomes a multi-purpose room Future home of the “Media:scape”

24. Stamford Library Future home of 2 collaborative study rooms urban, international, business, arts & sciences. 1,294 undergrads; 492 grad

25. First Bullet Table

26. Media:scape from Steelcase

27. 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 “…like politics all information commons are local” --- Forrest & Halbert http://www.realcostofprisons.org/comix/brodsky/if-you-build-it-they-will-come.html

28. 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 campuslibraries 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, fromhttp://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.

29. Learning Commons Beginnings: Addressing the Needs of Academic Regional Campuses University of Connecticut Nancy H. Dryden nancy.dryden@uconn.eduShelley G. Rosemanshelley.roseman@uconn.edu Presentation is available at: http://tinyurl.com/2vnrezd