Higher Education Learning Spaces: Steps to Success (285930138)

8/20/2019 Higher Education Learning Spaces: Steps to Success (285930138)

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Higher Education Learning Spaces:Steps to Success

• Paul B. Czarapata – Kentucky Community !echnical

College System• "oseph #a$is – Elon %ni$ersity

• #oyle &riskney – %ni$ersity o' Kentucky

• Kelly (eimer – Elon %ni$ersity

Pre*con'erence +n'ormation#eck

• !his slide deck ,as assem-led to

gi$e you some -ackgroundin'ormation regarding learningspaces to help 'acilitate ourdiscussion

learningspaces.in'o

• Pinterest site collections

• / areas – #esigns

– 0endors

– 0ideos

– !oolkits12uides

(ationale 'or Pro8ect

• !o6ic mi6 in Kentucky Higher Education – #ecreasing state appropriations

– #ecreasing enrollment

– +ncreasing costs

• &ormalized programs needed to raise1retain'unds

– Student persistence 9retention; -ecomes top priority

– <hat inter$entions can potentially impro$e

outcomes=

– +ncrease )> persistence is appro6imately ?).@m

;Student persistence is de4ned as the Aa-ility o' an institution to retain a student 'rom admissiothrough graduation 9diploma or certi4cate or trans'er 9Seidman @.

!raditional Lecture Classroom

• %sed 'or centuries• Su-8ect matter e6pert• Sage on the StageF

• &ocus on instructor

• Colla-oration is arduous9Brand G

• !echnology is not integral to

learning• (ein'orce content

presented

• Lack o' ideal physical

conditions•

Collaborative Classroom

• +nstructor as a guide

cti$e Learning Classroom9LC

• Le$erages appropriatetechnology

• Physical conditionsintentionally designed

Best practices in Colla-orati$e Space

• SCLE*%P 9Beichner I•

!EL 9Brooks )• !+LE 90an Horne )• Classroom.5EJ! 9Collier et. al ))• cti$e Learning Classrooms 9Brooks )• LearnLa- 9Steelcase )3

Common 'eatures – Lighting – no cool ,hite uorescent

– Colors

– !echnology 9<i&i &latscreens microphone 0sharing

(ound ta-les 1 chairs ,ith casters – &loor treatments

Learning Spaces (esearch

• !he common theme o' learning spaces highlights theimpact o' collaboration and social learning in )st century learning en$ironments 9M-linger @NChism D.

• Brooks 9) – learning spaces shape on-taskstudent behavior – #iOerent spaces are suited to diOerent acti$ities

• &isher 9@ * the physical learning space layout

works best,hen it can -e

adjusted -ased upon the

type o' teaching -eing per'ormed

• Steelcase 9)3 * Learning spaces ha$e -een sho,nto positively impact student interaction ,ith'aculty and classmates

Persistence and t,o*yearcolleges

• Community colleges ha$e a more complicated andargua-ly dicult student persistence path,ay -ecausethey are likely to attract students ,ho are less*collegeready than those ,ho are a-le to attend the 'our*yearsector 9Hagedorn ).

• Bra6ton et al. 9) states that appro6imately /@> o'students enrolled in t,o*year colleges depart duringtheir 4rst year.

• any community colleges are nonresidential ,ithstudents ,ho are older employed ,hile in college andha$e multiple o-ligations constraining theirin$ol$ement and connection ,ith the institutionclassmates and 'aculty ,hich makes increasing

persistence dicult to achie$e 9!into (usso )GG/. )3

Learning Spaces Persistence

M-linger 9D * ,ell*designed learning spacesand ena-ling technologies encourage studentsto spend more time on campus increasingengagement and impro$ing persistence rates

mirul 9) Hall 9)GG and atai 9Qargue the design o' the physical en$ironmenthas a signi4cant eOect on the -eha$ior o'students and in turn can 'orm a particular socialorganization through student interactions.

• !here is a gro,ing recognition that learning isenhanced ,hen students are acti$ely in$ol$ed inlearning and ,hen they are placed in situationsin ,hich they share learning in some connected

manner 9stin )GGQ. )/

Persistence Connection andEngagement

• !into 9)GIQ argues a lack o' engagement ,ith classmates and'aculty is a nota-le pro-lem and has a direct correlation ,ithpersistence

Bra6ton 9 'ound students do not typically lea$e college-ecause o' -ad grades they lea$e due to lack o' engagementon campus

• stin 9)GQ@ contends that residency during school and e6tra*curricular acti$ities ha$e direct ties to student persistence

rates. This is not possible at the institutions withinKCTCS.

• (eynolds 9Q 'ound a positi$e association -et,een thecampus en$ironment1'acilities and the impact on student

persistence )@

Literature (e$ie,

Summary• <ell designed learning spaces can enhance

student connection engagement colla-oration

Literature sho,ed connection and colla-oration,ith institution classmates and 'aculty areimportant components in student persistenceeOorts

Learning spaces that enhance studentengagement connection and colla-oration canha$e a positi$e impact on student persistencerates

Scope 1 (esearch Sample

• &aculty President at t,o institutions inthe Kentucky Community !echnicalCollege System 9KC!CS

• Sur$ey Sample o' @/ 'aculty and ad8uncts

– Q/ responses – )/.I> response rate

+nter$ie,s ,ith thirteen 'aculty and t,ocollege presidents

Sur$ey &indings Part ). Personal

!his section captured data a-out the'aculty mem-erRs classroomadministrati$e support and general

'acilities related uestions.

– 80% always or often assigned to a lecture classroom

– /I> al,ays or o'ten had classrooms that could -e con4gured'or group seating

– 61% of the faculty indicated the learning space they teach inalways or often inuence their pedagogical style

– @> stated their administrators al,ays support lectureclassrooms

Sur$ey &indings Part ++. !eaching Strategies and !echniues

+n this section 'aculty descri-edho, they taught in their classroom

– 71% always or often use lecture as their instructionalmethod

– 3D> al,ays or o'ten use group pro8ects and not lectures

– 80% often or sometimes assign group projects and assignindividual grades

– I3> indicated they ne$er record lectures and askstudents to listen prior to class

Sur$ey &indings Part +++. &acility #esign

and Students !his section e6plored 'acultyperception o' students ,orking in

groups.

– 65% always or often had spaces designed for group or team

collaboration

– 7% thought students always or often use the student

lounge for collaboration

– 67% responded students always or often wor! in the libraryfor collaboration

– /Q> indicated students al,ays or o'ten use the hall,ays 'orcolla-oration

Sur$ey &indings Part +0. <orking ,ith 'aculty

!his section o' captured the 'acultye6periences regarding lecture -asedinstruction group1team learning

possi-le impacts to studentpersistence and the speci4c classroomspace.

– 7"% responded that student#centered collaborative instructionwas always or often e$ective in improving studentengagement and persistence

– D> al,ays or o'ten used group1team colla-orati$e instruction

– )> sometimes used group1team colla-orati$e instruction

– 55% felt that lecture instruction was always or often e$ectivein improving student engagement and persistence

Sur$ey &indings Part 0. &aculty +n$ol$ement in Planning

!he section asked a-out the 'acultyRs rolein the classroom planning process.Tuestions ,ere asked o' -oth lecture*-ased and colla-orati$e classrooms to

determine i' the learning space ,asappropriate 'or the su-8ect they ,ereteaching.

–1% were often or sometimes involved in designing learning spaces

– /G> al,ays or o'ten had mo$a-le 'urniture

– 8&% felt appropriate technology was always or often available forlecture classrooms

– "6% indicated that the appropriate technology was always or often

available for collaborative classrooms

– Q> al,ays or o'ten ha$e ,ireless access in their lecture classroom

Sur$ey &indings Part 0+. Classroom+nstruction

!his section asked 'or 'eed-ack oncolla-orati$e and group1teaminstructional needs in the classroom.

– )> al,ays reuired students to do colla-orati$e ,ork outside thenormal classroom hours

– 56% indicated a di$erent layout space is always or oftennecessary for a collaborative classroom

– 6% often or sometimes could use collaborative instruction in alecture classroom

3)> could ne$er use a lecture classroom 'or colla-orati$einstruction

– I3> could o'ten or sometimes use a traditional space ,ithmodi4a-le ,alls and mo$a-le 'urniture 'or colla-orati$e instruction

Sur$ey &indings Part 0++. Classroom Properties

!his section inuired a-out classroomproperties including lighting color andtemperature

– /Q> indicated classrooms al,ays or o'ten ha$e com'orta-le

seating 'or students and 'aculty

– 17% indicated their classroom always had the appropriate spacefor students to move about without distracting the class

– D/> al,ays or o'ten ha$e a classroom ,ith the appropriate andcontrolla-le lighting they kno, ho, to operate

– @> ne$er had natural light that they could control i' necessary – D)> al,ays or o'ten ha$e the appropriate colors and te6tures in

the classroom

– 6"% reported their classroom was either often or sometimesa$ected by noise outside'

(hat are your overall thoughts regarding thelearning space you predominantly teach in)*

– the room is not adapta-leF

– itUs $ery hard to group people together or doanything other than you kno, keep people sitting insort o' this neat little ro,sF

Some 'aculty mem-ers stated they either ,ere notparticularly happy ,ith the temperatures in the roomor they could not -e controlled. Mne 'aculty mem-er,ho o$erall ,as $ery up-eat a-out her learningspace did make the comment +tUs really really coldF

,n what ways do you thin! your teaching is a$ected bythe rooms you teach in=F

– (oom e6i-ility 9or lack thereo'

– !he need to adapt to a space

– Size o' the room and num-er o'

students – Presence o' technology in the

classroom

(hen a student is doing well in their classes they are more

li!ely to persist -continue ta!ing classes. with the college' o you feel your learning space is helping students learn and persist =F

–+(henever we do our end of the program evaluation/ alot of the comments regarding of our program will saythat its been very positive because we incorporate somuch hands#on in their learning/ they feel li!e theyre part of it'*

–<eRre really a-le to teach the students and ha$e them

'eel like theyRre a part o' that learning en$ironment andthey ,ere a-le to use it to create the social interactions,ithin the classroom

–+,f ,2m there and ,2m positive and ,2m e3cited about

what2s going and ,2m prepared and , have somethinginteresting for the students to do they forget aboutG

+,n your opinion what is the most importantelement of your classroom that assists instudent persistence)*

– &our inter$ie,ees indicated student interactionsimpro$ed student persistence one 'aculty

mem-er stated + think itUs their cohorts. + thinkitUs -ecause theyUre all in the group and canconstantly see each other theyUre al,ayshelping each other and de'ending each otherand you kno, doing things 'or the other oneand theyUre really concerned so + think itUs -eing

a-le to see their groupF

– Both Presidents 'elt that colla-orati$e learningstyles and spaces designed to support it ,ereimportant to student persistence

Higher Education Learning Spaces: Steps to Success (285930138)

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