360_rethinking higher education spaces issue60
TRANSCRIPT
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The magazine o workplace research, insighT, and Trends issueall 2010
360sTeelcase.com
14 pushing the edges:
the d.school22 Who ae todays students?29 Sustainability Spotlight
33 School Pide34 Tends36036 Atoms & Bits
rt het s
30 Q&AD. Deboah Loewenbeg Ball, dean o the Uniesity
o Michigans education school, on what classooms
should be.
04 Innoation Entes the Classoom 16 Maing Noise in the Libay 24 Leaning Spaces All Oe Campus
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360 Magazine is pubished qurtery by Steecse Inc. a rights reserved. Copyright 2010. Mteri in this pubiction my not be reproduced
in ny orm uness you rey wnt to hep peope ove how they work just sk us rst, oky? Contact us at [email protected]
Cover photo: Eieen Brroso;
am Mte r scupture on the s teps
to low librry, Coumbi University
FEATUrE
2 rethining Highe
Education Spaces
as coeges ook to de
with new teching methods,
chnging technoogy, nd
new genertion o students,
spce pys key roe in higher
eduction. We tke ook t
three key spces:
4 Innoation Entes
the Classoom
No spce on cmpus is more
in need o new thinking thn
the cssroom. ortuntey,
orwrd-thinking eductors
nd designers hve begun
to remke the cssroom.
14 Pushing the edges:
the d. school
a.k.. Stnords Hsso
Pttner Institute o Design,
this unconvention erning
center uy everges spces
nd urnishings in unexpected
wys to hep students ern
to innovte.
16 Maing Noise
in the Libay
librries re more popur thn
ever, but its not becuse o the
books. Insted, students ook
or ccess to inormtion,
erning ssistnce, nd pce
to meet nd work with peers.
22 Who ae
todays students?
Genertion is bout geogrphy
s much s chronoogy, nd
recent Steecse reserch
in Indi nd Chin documents
how young peope in these
two importnt countries re
exerting their infuence nd
chnging our word.
24 Leaning Spaces
All Oe Campus
To better everge cmpus re
estte, coeges re prepping
in-between pces, rom
hwys to ces nd ounge
spces, s pces where
erning cn hppen.
DEPArTMENTS
29 Sustainability Spotlight
Coumbi University sustinby
demoishes our-story buiding
nd t the sme time trins
peope in recycing, reuse, nd
surpus mngement.
30 Q&A
Deborh loewenberg B,
den o the University oMichign Schoo o Eduction,
noted resercher, nd techer
o both coege nd eementry
students, expins how spce
cn better support instruction
nd instructors.
33 School Pide
a Detroit pubic schoo is
sved rom cosing by n
injection o vounteer work,
donted products, nd the
ttention o new NBC-TV
show, School Pride.
34 Tends360
Keeping up with new ides
nd trends rom YouTube
instruction videos to
students biggest compint
bout cmpus nd why one in
three reshmen wont be bck
next yer in bite-size orm.
36 Atoms & Bits
Net stu both digit nd
nog: mobie pps, cebook
nd Twitter sites, nd reserch
ppers worth checking out.
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INTrODUCTION
All ages are
o to college.
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Gen Y students want a degee and a ob,
o couse. Gen Xes and younge Boomes
ae attending gad school and night class to
polish thei sills, while olde Boomes ae
maing uniesity towns ibant, diese,
intellectually stimulating the new etiement
locales o choice.
A big attacto: being whee innoatie
things ae happening. Fo example,
uniesities ae leading the eot to digitize
nowledge and inomation; a oint eot o30 uniesity libaies will soon hae scanned
7 million olumes. Younge geneations
ae always exploing the edges, and Gen Y
students hae bought thei own attitudes
and ideas to campus. They see 21st centuy
sills collaboation, citical thining, content
ceation and analysis, and moe and theye
pushing colleges to pepae them to compete
in the new global economy.
College economics hae changed, too.
(The cost, that is; the couse is still a mystey
to most o us.) The tab o tuition and ees atpiate schools has isen 250% in constant
dollas oe the past 30 yeas, nealy 300%
o public schools. Student and paent
expectations o thei inestments hae isen
similaly. Colleges ae tying to meet those
expectations while dealing with inceases
in the pice o eeything om eal estate
to the pasta in the dom caeteia.
As a esult, colleges and uniesities ae
tansoming thei teaching methods,
econsideing how they use tools andtechnology, and ethining the spaces
whee education happens. Steelcase
eseaches hae studied highe education
o moe than a decade and hae deeloped
a deep undestanding o leaning spaces
and the needs o students, aculty, and
administatos. Based on these fndings
and inteiews with educatos, designes,
and acilities poessionals, in this issue we
conside space and its ole in highe education.
Fist, we loo at how the classoom is being
einented to suppot new pedagogies
that deeply inole students in the leaningpocess. Next, the libay: its no longe a boo
waehouse, but a place o planned and andom
acts o teaching, leaning, and goup wo.
Ou thid eatue examines how leaning spills
into hallways, cas, and common aeas acoss
campus, and stategies o maing the best
use o these places.
Lessons Leaned captues ey insights
o maing college not ust attactie but
poductie o eeyone on campus. And ou
Q&A guest this issue, Deboah Loewenbeg
Ball, Ph.D., head o the education school atthe Uniesity o Michigan and a enowned
eseache and pacticing educato, oes
a unique pespectie on how to impoe the
leaning spaces o both students and teaches.
We hope you enoy ou isit to campus.
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Innovation entersthe classroom
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You be mzed, perhps stounded
to ern tht todys cssrooms ook
competey ike the ones you st in ve,
10, or even 50 yers go. Despite
revoutionry technoogy, the inormtion
exposion, nd n interconnected pnet, not
to mention improved teching nd erning
methods, the typic coege cssroom is
xed in time ike museum diorm.
Sure, theres oten computer in the corner
tht cn pu up YouTube video, mybe
even n eectronic whitebord. But the scene
rrey chnges: rows o hrd chirs with
itte tbet rms, writing bord ttched
to the w, n instructors ectern in short,
everything gered to the ecture ormt
deveoped bck when the ony iPd ws
chk ste.
Cn 19th century cssroom design be the
best wy to prepre students or the 21st
century knowedge economy? Now tht
woud be mzing.
a ew cssrooms, however, re escping
the eduction equivent o nd time
orgot. You nd these innovtive spces
t we-known schoos such s arizon
Stte University, the University o Michign,
nd Stnord University, s we s t smcommunity coeges you my not hve herd
o beore. These schoos re reconsidering
the retionships between cssroom spce,
urniture, technoogy, nd pedgogy nd
seeing gret resuts.
Mny eductors sy its bout time. a ot
o cssrooms, in terms o fexibiity, ese
o use, comort, proper ighting, Id give
iing grde, sys Dominique lroche,
director, Oce o the University architect t
arizon Stte University (aSU) nd cuty
ssocite with the Schoo o architecture nd
lndscpe architecture. Technoogy is
ight yers hed o us. The inrstructure
nd the cssrooms re gging behind.
Students tody re r more connected,
r more cie with technoogy thn
students 30 yers go, but schoos hvent
ccommodted wht kids cn do, or
djusted wht we try to do with them.You see students using ptops or other
devices, but the instruction oten isnt
designed to tke up on the ct tht theyre
coming to css with those toos insted
o binders nd pencis, sys Deborh
loewenberg B, den o the Schoo o
Eduction t the University o Michign
(U o M) nd prominent resercher in
eective teching methods.
Json Meneey, proessor in the Coege
o Design, Construction & Pnning t the
University o orid (U), grees tht todys
Want to see something amazing?Visit a college classroom.
Gen Y coege students expect technoogy to be rediy vibe, yet most cssrooms re tech
wstends. Innovtive coege dministrtors re incorporting medi:scpe settings which etstudents shre content nd present their thinking to others t the push o but ton.
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Genertion Y students hve expertise
nd knowedge, prticury o technoogy
nd soci networking, tht we cn strt
to everge i theyre given voice in the
cssroom, but sys its not the primry
reson to chnge. The probems in todys
word re compex nd the pce o chnge
imposes short she ie to the knowedge
students cquire. We cnt emphsize
knowedge s xed quntity. The
ccumuted knowedge in every discipine
shits so quicky tht wht we
need to tech students, beyond the
cquisition o knowedge, is how to
become probem sovers nd how
to think nd operte when they dont
hve the inormtion.
Most coege cssrooms re set up or
pssive note tking, not the give nd tke
common to knowedge work. We ound
tht most cssrooms re brrier to
erning nd dont support the individu
needs o students nd instructors, sys
Eise Voe, princip resercher with
Steecse WorkSpce utures. Her tem
studied erning spces t dozen dierent
universities cross the U.S., incuding pubic,
privte, nd community coeges.
In mny cdemic discipines, the curricu
re moving to constructivist erning theory
where students ctivey construct mening
when they mke their own discoveries during
the erning experience. Its how coeges
tech students skis or the knowedge
economy: how to work in groups, how tocoborte with others, cretive probem
soving, nd other critic thinking skis.
as resut, coege students tody hve
much greter roe in the erning process.
They spend most three-qurters o their
css time in group discussions nd nery
qurter o their time in group work.
Yet trdition cssrooms, which is to sy
most in use tody, mke working in groups
nd other new pedgogies (strtegies o
instruction) n most impossibe tsk.
I its not written down, n ide cn vnish in mtter o seconds. Whitebords re simpe
nd eective mens or cpturing, evuting, nd shring ides in ny erning environment.
We need to teach students not only how to acquireknowledge, but to be problem solvers, how to thinkand operate when they dont have all the inormation.
Json Meneey
Proessor, University o orid
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Steecse reserch shows coeges shre
mny common probems:
ging inrstructure most buidings were
constructed in the 1960s or erier
cssrooms buit or ectures, not erning
very imited fexibiity inside cssrooms
student movement is imited (xed
tbet rms, chirs nd tbes without
csters, etc.) interction between students nd
instructors is constrined by spce
nd urniture
technoogy is poory integrted into
the cssroom
support or cobortive erning
is inconsistent or nonexistent
add to those issues spce stndrds tht
re driven by eciency, design process
tht doesnt usuy invove users, nd
too mny other demnds or unding, nd
its no surprise cssrooms chnge t gci pce.
TEACHING OLD CLASSrOOMS NEW TrICkS
as more eductors shi t to constructivist
teching methods, the need to rethink the
cssroom becomes more pressing. Theres
no singe right nswer. Steecse reserchers
ound tht schoos vry in the degree o
chnge thts right or their curricu nd
need rnge o soutions to t desired
erning outcomes. We see it s spectrum
o chnge tht schoos cn expore s they
move to more constructivist pedgogy,
sys Voe. It my rnge rom simpy
chnging the urniture in existing cssrooms
to more signicnt chnge in structure
nd technoogy, the wy to erning
environment tht doesnt even resembe
trdition cssroom.
Cssroom work tody mens studying individuy nd in groups, with both nog nd digit
toos. (Photo courtesy o the University o orid.)
In constructivist erning pproches, students re more engged in the erning proces s nd work
coser with their peers. They spend up to three-qurters o their css time in group discussion.
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One cssroom, mutipe settings. Mobie node chirs et students
nd techers shit quicky rom ec ture mode to U-shpe set-up or
discussion to working in groups. 89% o the students in this U o M
css sid the node chir improved their concentrtion nd ocus nd
99% sid the chir mkes it esy to move into dierent ctivities.
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Eductors nd coege pnners sy
the underying need is or fexibiity. The
rtione is simpe. Dierent courses otenuse the sme cssrooms, yet their needs
vry: science csses re dierent rom
Engish discussions or business seminrs.
Techers nd pedgogies vry, so csses
might empoy ecture mode, group set-ups,
individu work rom one css to the
next, or even during the sme css period.
exibiity in urniture, technoogy, nd spce
simpies trnsitions between dierent
modes, csses, nd teching styes.
We ike to oer dierent types o spces
or students to work in so tht they cn be
intention bout wht spce they wnt towork in during tht phse o their process,
sys Scott Doorey, proessor t Stnord
Universitys Hsso Pttner Institute o
Design. So we cn hve students jump
into spce tht hs ow couches when
they wnt to hve discussion or refect.
Or spce tht hs toos i they wnt to
be buiding, or spce tht hs whitebords
nd stoos i they wnt to hve brinstorm
nd be ctive bout shring ides. We try
to give students n environment tht ows
them to be intention bout wht they
need t ny given time.
exibiity is need not ony in cssrooms in
North americ, but in Europe s we. There
is cer need or incresed fexibiity with
erning spces, to be be to reorgnize the
yout ccording to the tsk, the topic, nd
the ctivity, sys Jen-Mrc Jetsch, vice
president, Inteectu Property, Contrcts &
Prtnerships t the University o Strsbourg,
Strsbourg, rnce.
Cssrooms re being designed tht re
s dierent rom trdition cssroom
s tbet computer is rom tbet-rm
chir. Json Meneeys University o orid
cssroom exempies the mutipe rhythms
nd work modes o interctive erning:
working one, in pirs, nd in groups;
empoying digit nd nog toos; using
horizont nd vertic worksurces; being
immersed in nd creting content,
not merey receiving it.
When cssroom supports ectures,
group discussions, nd tem project work,
it not ony supports new pedgogies, it so
mkes better use o re estte, urniture,
nd technoogy.
FIrST STEPS
Using existing re estte, without redesign
nd construction, trdition cssroomscn be mde more fexibe by incorporting
chirs tht support more ctive nd engged
students. I hve 50s-er tbe rm chirs
in some cssrooms. These re chirs I my
hve st in when I ws in schoo. Some
rooms hve chkbords. Some dys I cnt
get enough money or resh cot o pint,
sys aSUs lroche.
Yet student ie hs chnged. Students hve
bckpcks, ptops. You cnt put ptop
on tbet rm, it right o. To provide
more storge nd worksurce, nd support
or more interctive erning stye, lroche
insted Steecse node cssroom chirs
s kind o esy, ess expensive retrot.
The chirs eture djustbe worksurces
nd fexibe sets tht swive, buit-in
storge she, nd ve csters or esy
movement. When lroche showed them to
six instructors, one ws hesitnt to try the
chir but the students convinced her; the
other ve instructors sid, Its bout time.
adding medi:scpe to lernlb environment ets students
present their ptop content t the cick o button.
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oow-up surveys with students ter week
using the chirs provided denite rections:
51% sid the node chirs woud improve
their cssroom experience, nd 42%
sid possiby it woud. In ddition, 71% o
students sid they ike the unction o the
chir best; 58% sid they iked best its
verstiity, nd 51% sid its comort. Some
students sked or uphostered sets, but
lroche sys, as ciities person, I hve
to think bout upkeep. I ike it tht I cn hose
the chirs down.
She pns oow-up surveys ter the
semester but is convinced the chirs
positive step orwrd or her cssrooms. Its
very innovtive wy o ooking t very od
design nd updting it or this genertion.
WHErES THE TEACHEr?
as proessors embrce constructivist
pproch nd students re ctivey invoved
in the erning process, the proessors roe
evoves rom trdition sge on the stge
to guide on the side, s eductors phrse
it. The instructor becomes both n expert
ciittor who conveys subject mtter
nd mentor who heps students rech
their own understnding o the content
vi sm groups nd inorm individu
converstions with students. They, in turn,
hep guide their peers.
This requires rethinking the cssroom. as
the instructors nd students roes shit, the
cssroom urniture nd toos hep them work
dierenty. Good exmpe: cssroom t
aSU where Ron Br iggs, senior ecturer nd
coordintor o gener chemistry, teches
rge chemistry csses. Weve done
inquiry-bsed erning in the bs or yers,
sys Briggs, but we wnted to incorporte
it into our recittion sections, too. Thts
period beore bs where the teching
ssistnts tk bout the b, students
sk questions nd they work with modes
nd other hnds-on work, short o using
chemics. The cssroom incorportes
projection on mutipe screens, toos tht
ow re-time nnottion o screen content,
urniture tht supports group work, nd
design tht puts the instructor nywhere in
the cssroom: theres no ront o the room
or ectern hes nchored to, so he cn tech
wherever its pproprite. Students re more
engged nd they coch ech other. Try to
nd the techer in the photo o the students
t work, he sys. at ny one time there re
72 techers in this css.
Briggs cssroom is lernlb
environment ( rendering o lernlb
environment is pictured on pg. 9), design
introduced by Steecse three yers go
tht cretes stges or the instructor nd
students s we s spce tht encourges
communiction nd cobortion. It so
immerses prticipnts in inormtion.
lernlbs hve:
projectors nd screens t predetermined
geometry tht breks the trdition
cssroom hierrchy nd gives everyone n
unobstructed view
xed nd portbe whitebords nd
dispy screens tht support inormtion
immersion nd retention
spces nd urniture tht support dierent
erning processes nd styes
aSU is one o the rgest universities in the
country, but budgets nd re estte re tight
here, s they re t every coege. So Briggs,
in cobortion with other aSU cuty nd
st, mde n educted bet, i you wi: they
trded six 24-set cssrooms or the chnce
to rehb 1,623-sq.-t. room ( dereict
ecture h, Briggs cs it) into lernlb.
ASU LeanLab: Bottom Line
Redesigned classroomNew urniture & technology
+ New pedagogy
Higher grades,better retention, and$600,000 savings/yr.
a lernlb cssroo m with round tb es nd mobie ch irs
provides n egitrin teching nd erning environment
or students nd cuty t arizon Stte Universit y.
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Steecse WorkSpce utures reserchers nd designers
hve deveoped key design principes or pnning 21st century
cssrooms. These re bsed on our reserch nd intended
to provide peope who pn higher eduction spces some
guiding tenets or more interctive, more fexibe erning
environments, sys Eise Voe, princip resercher with
Steecse. The essenti principes:
Design or mutipe rhythms in the sme cssroom
aow everyone to be seen nd herd
Tke dvntge o new medi
Support the dynmic presenttion o inormtion
Design or mentoring nd pprenticeship
Design or temporry ownership o spce
WorkSpce utures so deveoped design renderings
or ech principe, with ppiction vritions or dierent
spce dimensions.
The design principes grew out o the Steecse User-Centered
Design Process, six-stge protoco: Understnd, Observe,
Synthesize, Reize, Prototype nd Mesure. In the Understnd
phse, secondry reserch gthers essenti inormtion,
nguge, nd trends bout the industry.
Next, Observtion invoves going on site to see how things
work. This my incude contextu interviews, ocus groups,
photogrphy nd videogrphy o how users nd their work
processes unction. rom these rst two phses, they Synthesize
the ndings to deveop insights bout the sitution nd design
principes to hep sove identied probems.
These design principes re used in the Reize stge to crete
thought strters or design considertions s potenti soutions.
Ides re shred nd concepts re visuized, eding to the next
step, Prototypes o the hypotheses. u-sce prototypes re buit
to creuy Mesure their perormnce. Soutions re rened,
tested, nd evuted to yied workbe soutions.
Design principles or 21st century classrooms
The room now sets 72 peope t round
tbes nd mobie tsk chirs so students
cn work together esiy. Projectors, big
screens, nd tbet PCs support new,
more interctive curricuum deveoped by
Briggs nd his coegues. With no ront
stge, instructors move round nd immerse
themseves in the erning environment
with the students, who buid lego modes
to better understnd chemic rections
or shion spectroscope rom crdbord
box nd DVD. Once-seepy recittion
sections re now hnds-on, brins-
engged csses tht hve connected
we with students.
How we? Chemistry hs high dropout rte
compred to other subjects, which Briggs
sys hs ess to do with their perormnce in
the course thn eeing prt o the group.
The aSU lernlb nurtures community s
students work in pirs, inormtion is esiy
dispyed or everyone to see, nd you get
question to nswer, not process to oow,
sys Briggs. Retention is up nery 5%
nd grde perormnce is up 3-4%. Briggs
credits the person connections students
orm in the cssroom environment. We put
students in groups. They dont get to pick
their temmtes. Once they mke the initi
connection, they get together outside o
css s we. It gets bck to community.
aSUs lernlb css costs ess to operte
thn their previous trdition cssroom.
Briggs nd his coegues tech 6,000
students over the cdemic yer in more
eective shion (booked soid 12 hours
dy, Mondy through ridy) nd do it with
ewer teching ssistnts, utimtey sving
the university $600,000 per yer in reduced
st costs nd n estimted ddition
$300,000 in re estte svings.
Why does this cssroom work so we?
Equ prts good design, eective toos,
nd inspired teching methods. Every set
is good set, so students dont hve to
crne their necks or twist round in their
sets to see content on the bord. They
hve dequte horizont worksurces or
toos, technoogy, nd mteris, nd vertic
surces or shring inormtion. Instructors
hve visu nd physic ccess to every
student, nd students hve the sme ccess
to course content nd eow students.
Cobortive erning so impcts student
outcomes. Briggs repced wht he cs
typic cookbook experiments with guided
inquiry exercises tht encourge students
to think nd work s group rther thn
oow recipes with predetermined resuts.
They deveop skis tht better prepre them
or uture work nd give them the toos to
hep them retin knowedge ong ter the
semester ends, he sys.
BETTEr TECHNOLOGY INTEGrATION
When it comes to technoogy, students nd
instructors hve one thing in common: they
ern rom their peers. Gen Y students re
digit ntives, comortbe with technoogy.
Instructors tend to be digit dopters, yet
need to ern how to incorporte technoogy
into their curricu. The tsk is mde esier
by eectivey integrting mixed medi tht
cn be used esiy by both students nd
instructors. Some cssrooms, designed
decdes go, re prcticy nti-technoogy.
approximtey 50% o our students use
ptops during css, notes the University
o Strsbourgs Jetsch, but there re not
enough sockets, so cbes y round the
foors nd tht cn cuse ccidents.
Power is ony prt o it. We hve ot o
cssrooms tht re trdition cssrooms,
with primriy bckbord nd n cette
overhed projector. Tht works or some
cuty who wnt to ocus on discussion
with students. Other cuty re interested
in doing more thn pin PowerPoint
presenttion. These instructors nd their
students re going out to the web, puing
up videos, using soci medi, going out on
the fy when student sks question to
the ibrrys digit resources or to digit
rchive, or doing n instnt po bout
something thts going on in the news, nd
bringing o tht into the cssroom,
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sys Monik R. Dresser, Ph.D., director o
Instruction Support Services in the Schoo
o literture, Science, nd the arts t theUniversity o Michign.
Mny cuty members re trying new wys
or students to more ctivey pr ticipte,
encourging students to sk questions in
ive cht during ecture, which grd
student instructor or the cuty member
nswers s the ecture continues, or hving
students work coectivey on questions in
sm groups during css, reserch topic,
nd then come bck to css to discuss
wht they ound. So we need to work with
cuty to think bout how to use technoogy
to engge students in new wys nd howto outt cssrooms in vriety o wys
to meet dierent pproches o teching
nd erning.
To sove or these chenges, U o M hs
insted medi:scpe settings in cssroom
nd ounge spces. medi:scpe mkes
shring inormtion esy or students nd
cuty: they simpy pug medi:scpe
Puck to their ptop in USB port nd
shre whts on their computers vi the
integrted monitor t the tbe. Pressing the
puck switches between ptops. Students
cn use their ptops, show wht theyve
been workingon outside o css, give suggestions to
ech other, nd do ot o peer-to-peer
editing nd cobortion, sys Dresser.
medi:scpes unique pproch to
inormtion dispy mkes content review nd
shring more eective. Phrmcy students
t Virgini Commonweth University use
b equipped with medi:scpe to review
ptient cses, then they shre their nysis
nd concusions with their peers, sys
Wiim E. Smith, proessor nd executive
ssocite den o the Schoo o Phrmcy.
In the pst, students woud hve to connectptops vi cbes, process Smith sys ws
too cumbersome nd took vube time
rom css work. Now the whoe process
is more ecient. The rst morning we used
medi:scpe, the students went into the bs
t eight ocock, pugged in, nd got to work.
They bsoutey oved it.
The biity to use their own computer,
work together s group, be be to pu up
dierent inormtion sources we just think
its gret.
VCU hs six medi:scpe settings, ech
seting seven students. The spce is used
or both required course b sections ndeective courses. Using teeconerencing
integrted in the medi:scpe settings ows
students t nother cmpus 100 mies distn
to connect with cuty nd students on the
min cmpus. We wnt to ssess this spce
on its impct on erning, nd think bout
where we think we cn go with teching in
this spce over the next three yers, nd
y out pn or how to use the spce even
more eectivey thn we re now, sys
Smith.
The University o South Dkot equipped
62' x 32' cssroom with nine medi:scpesettings tht ech serve dozen students.
We didnt come t medi:scpe rom
technoogy stndpoint, its bout shring
inormtion. Its simpe nd not scry t .
Its very intuitive to use, sys Cthy Wgner,
director o pnning nd construction t USD
The cssroom hs Huddebord portbe
whitebords between ech medi:scpe
setting nd Cobi chirs designed
specicy or group work.
an instr uctor nd her students r eerence conten t on the ft screen o medi:scpe sett ing t the Univers ity o M ichign .
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Retrotting existing cssroom spce in this
shion ddresses common ciities issues
o ging buidings: how to esiy integrtetechnoogy, how to mke cssrooms more
interctive, nd how to sove these issues
in cost-eective shion.
AND NOW FOr SOMETHING
COMPLETELY DIFFErENT...
The Stnord Institute o Design, known
s the d.schoo, pushes the notion o the
cssroom even urther by creting rnge o
spces where cuty nd students cn work
nd ern together(see pge 14). Eductors
there uy embrce constructivist teching
methods, reerring to it s the fip when
content comes rom students who generte
rther thn receive inormtion. One o the
principes to support this fip which cn
mke od-schoo instructors shudder is
to promote movement throughout css.
or exmpe, they purposey chose more
stoo-height seting becuse, s proessor
Doorey expins, When the students cn
get up nd move nd en nd ee bit more
fuid, it ows the edership in group to
be dynmic. I you hve ve peope sitting
round the tbe nd one person is the
eder nd no one cn move or re-estbish
physic position, it cretes very sttic
retionship. I peope cn stnd up, studentscn reposition themseves, which ows
shred sense o edership, nd
we think thts rey importnt to
cobortive cretion.
Movement hs other benets, Doorey
beieves. We try to hve coege students
shre responsibiity or dierent tsks.
Theyre in erning environment so we
wnt to push them out o their comort zone
into res tht they might ee they hve
wekness. We try to set up scenrios where
students cn move round ot, exchnge
edership responsibiity, or trde o onroes. another reson I think movement is
good in the cssroom is it ows reese
o energy nd it ctuy ows them n
exchnge o energy. Moving ows students
to express nxiety or express excitement,
or just kind o check out or minute, which
I think is rey impor tnt.
With the cost o higher eduction outpcing
inftion, it wi be continuing bncing
ct or coeges to cope with ging
inrstructure, new technoogy nd
pedgogies, nd meeting the heightened
demnds o students nd their miies.
New design strtegies cn hep improvethe eectiveness o ong-overooked
cssroom spce. Even new technoogy nd
urniture products one cn improve the
erning opportunities in n existing spce.
Spce is very good t supporting,
communicting, nd giving students the
ides tht re inherent in the esson tht
youre trying to tech, notes Doorey.
But spce is ony prt o the soution.
Eductors need to ern to use these new
spces, technoogies, nd teching methods
as U o Ms Dr. B points out, there re
4.5 miion techers in the U.S., cross grde eves. They re the rgest
occuption group in the country nd key
to the successu use o cssroom spce.
I you think we cn mke undment
chnge in the wy cssrooms work without
ctuy touching the wys in which those
peope re prepred nd supported in their
work, it isnt going to hppen.
Virgini Commonweth University phrmcy students use cssroom medi:scpe set ting. The biity to use their
own computer, work together s group, be be to pu up dierent inormtion sources we just think its gret, sys
Wiim E. Smith, proessor nd executive ssocite den o the Schoo o Phrmcy.
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pushing the edges:the d.school
This is ar rom your typicalcollege classroom building.
Ws mde rom siding whitebords
re covered in sticky notes nd scribbes.
Big om cubes serve s mkeshitworksurces nd ootrests. Some students
re working in ounge urniture, others re
hudded round reestnding worksurce
thts intentiony designed to be too sm
or their group. Everything cn be moved,
rerrnged, nd reinterpreted. But nothing
resembes the stndrdized cssrooms
you see on most cmpuses.
Wecome to the Hsso Pttner Institute
o Design t Stnord University, known
s the d.schoo, n ongoing exportion
nd exmpe o new wys o thinking
bout higher eduction spces.
Its not bout designing beutiu objects
here, though thts possibe outcome.
Its bout soving big, hiry, udcious
probems. The schoo teches design
thinking, step-by-step process or
producing cretive soutions on routine
bsis, nd their mission is to tech students
rom brod rnge o discipines how to use
design thinking to tcke todys compex
innovtion chenges. Our biggest drem is
tht every student who eves Stnord ees
condent in their person biity to innovte,
sys d.schoo executive director George
Kembe. Whether theyre techer who
needs to innovte in how they tech kids,
or theyre doctor going out in the word to
innovte in new ptient cre services, or
business eder designing new business.
The spce itse embodies the schoos
mission nd ws creted to promote
behviors critic to design thinking, such
s empthy nd experimenttion. It not ony
encourges rpid prototyping o ides, it is
itse prototype tht chnges s cuty nd
students ern more bout how to use it.
Theres power in hving spce thts
chngebe bsed on the ctivities chnging
within it, so our schoo spce is ess precious
nd more fexibe thn other coege
spces, sys Scott Witthot, co-director othe d.schoos Environments Cobortive,
the group responsibe or designing the
cdemic nd u-time work spces t
the d.schoo. Its n evoving spce nd
probby wys wi be, becuse the needs
o the students nd cuty re continuy
chnging bsed on whts going on in
prticur course or prticur css.
a sm tem o Steecse reserchers nd
designers coborted with the d.schoo in
designing mny spects o the new d.schoo
spce. The schoo ws in our octions
in s mny yers beore moving to this
new spce, sys rnk Grzino, one o
the reserchers. as resut they hve
kind o nomdic egcy, nd theyre wys
experimenting. They wnted to keep tht
spirit in the spce over the ong term.
The schoo hs phiosophy nd set o
oundtion tenets or the spce, nd
spti ogic. Exmpe: leverge spce
s wy to trnsorm behvior, tioring
interctions with one nother nd our work,
individuy nd cobortivey. Tht too
sm tbe, ced the Periodic Tbe, is
not quite rge enough or our students to
work round nd its too high or sitting, so
it ters behvior. Students hve to keep
moving, trnser their work to the ws, nd
shre edership o the process, sys Scott
Doorey, so co-director o the EnvironmentsCobortive. It heps students to sowy
discover their own process, their own wys
o working, dds Witthot.
The two cssrooms where schedued
csses tke pce re open studios, ech
1,500 squre eet. One hs t tbes,
stoos, corner projectors nd screens, in
workshop-stye spce. The second studio
hs ow tbes, sos, nd more rened
presenttion system, nd is designed more
or ecture nd discussion. Ech spce
suggest themes, wys tht the spces might
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be used, but so oer up opportunity
or improvistion, sy Witthot.
Cn this design schoos pproch to spce
work or other coege deprtments? Wht
we do cn ppy esewhere. a our spces
ccommodte dierent eves nd styes
o erning. Were just extreme users. We
push it bit urther, but wht were doing
ppies to mny di erent deprtments,
sys Doorey.
Tke business css. There re phses o
project where tems re tking nd working
with ech other, or theyre jmming behind
the scenes on their own. Then they might
come up with business pn, nd they wnt
to present it. The spce is too or students
to do their work nd or techers to hep eicit
nd encourge behviors they wnt students
to engge in. Tht works in ny depr tment.
The d.schoo hs ttrcted interest nd
constnt strem o curious visitors rom other
Stnord deprtments, eductors rom other
schoos, nd corportions who wonder how
spce cn encourge cobortion, erning,
nd innovtion.
Doorey beieves its sign o the times.
Were in kind o trnsition time.
Institutions re shiting, the economy is
shiting, technoogy is shiting. Optimizing
spce is importnt, but you need to be be
to respond to chnges in the mrketpce,
in peopes needs, chnges in the
environment. Theres n underying need to
be fexibe, responsive, nd innovtive. and
thts the cse whether its n eduction
institution, business, non-prot, or n
individu. Peope come here nd they see
something in wht were doing tht resontes
with them.
One o the key things the d.schoo
experiment hs uncovered is the importnce
o spce in the innovtion process. When
we strted the d.schoo, we thought we hd
the siver buet: the design thinking process,
the process o tcking innovtion probems.
a we hd to do ws br ing these diverse
tems o cuty nd students together nd
introduce them to this process nd gret
things woud hppen. But nother thing we
ound ws, in ddition to being mindu o
process nd mindu o tem, being mindu
o environment is perhps s importnt,
sys Kembe.
The d.schoos pproch my be pushing
the enveope too r or mny coeges
nd instructors. The openness nd ck
o hierrchy cn be disorienting i youve
designed course or 300-person ecture
h. But s pce tht expores new wys
in which spce, urniture, nd technoogy
cn better support students nd cuty,
theres penty to ern t the d.schoo.
The d.Schoos phiosophy hods tht spce, urniture, toos, nd technoogy re integr
to pedgogy. Students re encourged to dispy their ides nd work in progress. Juin
Gorodsky, cinci psychoogist nd ssocite proessor, counses student (bove), whie
nother student mkes ounge urniture workspce (ower et), nd instructors work in
decidey nontrdition cuty oces (ower right) .
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Making Noise
in the Library
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I the classroom is the heart ohigher education, the library isits soul.
Students cn put their hnds on digit
books nd inormtion rom virtuy
nywhere, but the ibrry is the min pce
on cmpus where trdition nd new
knowedge resources, the test inormtion
technoogy, nd skied instructors converge
in n ongoing process o erning, teching,
nd reserch.
like every spce on cmpus, the ibrrynow is being rethought nd reorgnized.
The chnges going on in the cssroom re
beginning to migrte into the rest o cmpus.
The cssroom experience is moving out to
other spces so cobortive teching nd
erning cn hppen, nd the ibrry is the
prdigm, sys Tod Stevens, prtner o
SHW Group, n rchitecture nd engineering
rm speciizing in eduction environments.
librrins re rethinking how ibrries
unction nd wht peope need rom them.
Bruce Mier, ibrrin t the University o
Ciornis newest cmpus, in Merced,sys, I ws on the Britnnic project.
When Wikipedi strted, we spent ot
time creuy expining why Wikipedi
sucked. I men, Britnnic ws edited by
400 schors! We, once Wikipedi reched
certin critic mss nd deveoped some
se-correcting processes, it strted to work.
You cn nd junk science in there, you cn
nd mistkes, sure. But when you ook t
the whoe mss o whts vibe there, its
bsoutey useu. We hve to ook t our
inormtion in the ibrry in the sme wy nd
rethink the wys we provide it to peope.
librries need to brek out o the
tmosphere o trdition, to escpe grvity,
s I c it. We need to rethink our whoettitude bout the retionship between
students nd spce, urniture, nd
inormtion, nd redene wht ibrry
shoud be, sys lee Vn Orsde, den o
university ibrries t Grnd Vey Stte
University, aende, Mich.
Innovtive ibrry dministrtors, designers,
nd eductors re reshping the 21st century
coege ibrry into something quite dierent
rom trdition book wrehouse. To better
understnd the trends, Steecse WorkSpce
utures st yer initited mjor study
o ibrries t privte nd pubic coeges
nd universities cross the U.S. Wht the
Steecse reserchers discovered were
mjor shits in how the ibrry is being used
nd number o opportunities to better
everge spce, new technoogies, nd
pedgogies or new genertion o students
MEET YOU AT THE LIBrArY
In n ge o iPds, Kindes, nd other
wireess devices, its somewht surprising
tht students tody ove ibrries. But its
not becuse o the books. or erier
genertions, the coege ibrry hd n ur
o schorship nd erning, nd hod on
students ong, quiet hours hunched over
Libraries need to break out.... We need to rethink ourwhole attitude about the relationship between studentsand space, urniture, and inormation, and redene whata library should be.
lee Vn Orsde
Den o University librries, Grnd Vey Stte University
Pubic spces re designed to ttrct stude nts t Grnd Vey Stte Universitys pnned Mry Idem Pew librr y lerning
nd Inormtion Commons (opposite) nd the University o Ciorni, Merced librry (bove). Students re drwn by the
ntur ight, eeing o community, nd vriety o group nd soo workspces convenient to cssrooms.
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The evolution o the library
big projects in study crres students hd
to go there. Tody, inormtion is digit,
downodbe, nd vibe nytime,
so why go to the ibrry? Steecse reserch
shows tht students sy the ibrry rocks
becuse its:
convenient spot between csses
pce to sociize with others nd
to be motivted by them
where to coborte on group work
cose to mny resources
se, non-distrcting pce to study
where coections re on reserve
the pce or computing sotwre,
copying, printing, scnning
gret tmosphere
The ibrry is becoming key oction
outside the cssroom where the
constructivist pedgogy pys out s
students ern to nyze inormtion
nd crete new inormtion, oten s
working in group, notes Eise Voe,
princip resercher with Steecse.
This represents gret shit or the
ibrry rom reding nd storge site
to center o interctive erning.
When students work in groups in the ibrry,
they cn work or hours t time, nd it cn
be one o the noisiest, busiest pces you
cn think o, sys Mier. But the ibrry
s cobortive pce is very good thing.
Coeges nd universities hve tried dierent
pproches to meeting the new demnds
pced on the ibrry, oten with mixed
resuts. or exmpe, growing computer use
ed mny ibrries to inst computer sttions
into ny vibe spce. But peope disike
hving their bck to hwys nd their screen
open to nyone who wks by. Moreover,
students dont need hrdwre: 95% o them
own t est one computer, ccording to
reserch rm Student Monitor.
Group work res in ibrries re otenocted ner individu spces or quiet
study. This rustrtes quiet-seeking students
working one whie student tems ck
the right spce nd toos or eective
cobortion. a better pproch is providing
dedicted spces or both individu nd
tem work in rnge o settings spred
cross dierent foors o the ibrry tht
progress rom ree-rnging tem spces
to privte study spces.
LEArNING, NOT jUST rEADING
The Steecse higher eduction reserch
unveied six core ndings bout coege
ibrry spce:
djcencies re ineective
ibrries re considered extensions
o the cssroom, but dont support
chnging pedgogies
the ibrrins grety expnded roe
s n instructor is not supported
trdition ounge spces do not ive
up to their re purpose: supporting
inorm erning
individu erning spces ck ergonomic
nd privcy soutions
students re oten unwre o the ibrrys
mny oerings, nd strugge to understnd
nd ccess them
Our ndings demonstrte how the ibrry
is becoming pce where students re
engged in the business o becoming
erners, nd how ibrry spce pnning
hs oten ied to keep up, notes Voe.
The issues re reted but dierent rom
those in the cssroom, where students
re invoved in hnds-on erning but the
instructor sti eds. In the ibrry, students
20TH CENTUrY LIBrArY
reading centered storage centered learning centered
21ST CENTUrY LIBrArY
social
spacial
inormational
inormationalspacial
social
When books were precious, ibrry spce ws designed or reders, primriy schors. as the printed book becme commonpce, coections grew nd the ibrr y becme book
storehouse. Tody, inormtion is digit nd the ibrry is the site o vried soci ctivities: teching, mentoring, nd cobortive erning. librrins re ctive instructors. Students
engge with ech other in tem projects. The ibrry hs be come primry pce or importnt soci ctivities.
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tke contro o their instruction s they
discover, nyze, nd shre inormtion,
nd in the process become comortbe
working individuy nd with others. This
work mirrors the knowedge work o business
tody nd refects the incresed demnds
o businesses, prents, nd students
themseves or better preprtion or
re-word creers.
Grnd Vey Stte University (GVSU) broke
ground this on new cmpus ibrry,
the Mry Idem Pew librry lerning nd
Inormtion Commons, which is designed
to meet those needs. Were pnning the
ibrry to be n enriched environment where
students cn continue the work strted
in the cssroom nd dd dimension to
erning tht cssroom doesnt wys
oer, sys Vn Orsde.
Most ibrries tody were designed nd buit
or getting books nd checking them out.
librry djcencies, spce utiiztion, nd
new erning processes need to be creuy
evuted. The ibrry shoud support student
cobortion nd group work, the dominnt
instruction nd erning stye tody. Students
need study spce, support or computing
equipment, ccess to reserved mteri,
content-cretion toos, nd fexibe
environment tht supports working in pirs
nd tems.
at GVSU, Steecse prototyped this type
o study spce s prt o pnning the newibrry. Reserchers observed how students
used the two spces: one with group work
toos (portbe whitebords, mobie tbes
nd chirs, w-mounted storge sheves,
ccess to power, nd dened tem res),
nother with medi:scpe setting, where
peope cn pug in ptops nd simpy press
puck to show inormtion on two integrted
ft screens (pg. 20), nd simir group
work toos.
By studying the use o these spces
in person nd through time-pse video
imges, the Steecse tem noted vriety o resuts, incuding:
portbe whitebords were heviy used
by students in hnds-on erning ctivities
providing rmework tht heped dene
the spce creted sense o encosure,
enough or the tem to ee in contro
o the spce
storge sheves werent used much;
perhps becuse the tems didnt own
the spce
power outets were used oten by
tech-svvy students
Simiry, tem spce prototype with
mobie tbes, mobie chirs, nd other toosws popur or individu nd tem work
by students using ptops nd n rry o
digit nd nog mteris. led designer
Tod Stevens, sys, When the ibrry put
work spces ner the windows nd in other
ttrctive spces tht used to be tken up
by sheves o books, the gte count went
wy up. He notes tht tem spces re key
reson students come to ibrries: Its where
they cn nd resources, get hep, nd work
together on projects.
THE LIBrArIANS EXPANDED rOLE
Mrin the ibrrin coudnt cut it tody.
The ibrrin job description incudes content
expert, IT service provider, cobortor with
students, nd eductor. Yet the reerence
desk inside the ront door o most ibrries,
intended to be the trige point or students,
is conusing t best nd oten intimidting.
librry pnners shoud eiminte brriers,
re nd perceived, to inormtion
nd resources. Shred screens nd
worksurces, cssroom spce, nd
wecoming environment contribute to
Grnd Vey Stte Universitys new ibrry interiors wi be
bthed in ntur ight. Pces or working nd connecting
with others incude ce, rge concourse, ounge res
nd wide rnge o spces or individu nd group work.
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more productive retionship between
students nd st. When ibrrins nd
students work cosey together, such s
t shred monitor nd worksurce,
cobortion is more ntur, nd ech
encounter hs the potenti to become
techbe moment.
GVSUs new ibrry exempies this strtegy.
Universities hve not mde their services
semess. Weve comprtmentized them
into pedgogic res where theyre tught:
Engish, writing, reserch, technoogy,
speech, etc., sys Vn Orsde. The dening
or centr construct o the new ibrry is
knowedge mrket tht puts together in one
pce, right in the pth o the students, the
resources to buid o the skis empoyers
te us re critic in the workpce: writing,
speking, presenting, reserch. Students
mnge their own erning, choosing thetype o hep they need, when they need it.
GVSU benchmrked innovtive ibrry
design t the University o Ciorni, Merced
(opened in 2004) in their pnning. Vn Orsde
cs tht ibrry whoe new ttitude bout
the ibrrys retionship between students,
urniture, nd books.
The Merced ibrry (photo on pg. 17) is
cmpus center or soci nd eduction
ctivity. It brings peope together in wys
tht might not hppen in the cssroom,
residence h, or coee shop. When they
enter the ibrry, students become prt o
rger community. Inorm spces tht
support interctions between students,
cuty, nd st hep nurture both erning
nd sociizing. When the university hed its
rst csses six yers go, the ibrry so
ws used s site or mny csses since
ew buidings were compete on the rur
cmpus. We designed this buiding to be
modern, rge university ibrry, ocused
on the ibrry s pce s opposed to
wrehouse, sys ibrrin Bruce Mier.
New ibrries re rre on cmpus.
Nevertheess, the entire ibrry foor pn
shoud be considered when retrotting
even singe setting. adjcencies re
critic, incuding pnning or technoogy
use in prcticy every setting, rom tem
cobortive spces to soci zones
to individu study spces. Visu nd
coustic privcy require creu pnning.
Visu cues re importnt in coege ibrries,
too, especiy or young students whorent cer bout how ibrry spces cn
be used. One pce doesnt t purposes,
sys Mier. We hve cobortive res,
quiet res, rge spces, nd other kinds
o spces. Students ntury migrte to
the physic re tht suits their needs.
Students tend to work in the ibrry in groups
in the evenings (outside o css nd work
time) nd individuy or with one other
person during mornings nd ternoons.
Spces tht work or soo work ery in the
dy hve to be fexibe enough or tems
ter on.
or exmpe, the Steecse reserchers
prototyped 120-degree worksttion tht
worked or vrying numbers o peopethroughout the dy. In ct, individus oten
shred the work setting with pirs, s in
the photo bove o two students working
together on one corner whie individus work
one t other pces in the sme setting.
One pproch is to provide privte
encves, study crres, nd other individu
workspces on upper foors, wy rom
the typicy busier, noisier rst foor, so its
esier or users to mnge their privcy.
Environment mtters to students. Mny
dont hve pce to study so they come to
the ibrry. In the pst, ie ws more orm,
society wsnt s noisy. Now there re so
mny distrctions tht the ibrry is o ten the
ony pce where you cn nd distrction-
ree environment, sys GVSUs Vn Orsde.
as coege ibrr ies oer more services
nd spces or students, its essenti
they cery communicte those resources.
Visu dispys, cer pths to customer
services, nd wecoming spces hep
students understnd nd use ibrry
services. a ibrry is oten intimidting
to rst- nd second-yer students, sys
SHWs Stevens. inding wys to ower
the threshod or pproching ibrry
personne nd resources is the key.
Design principles orcollege libraries
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These photos re video rme cptures rom reserch
studies o vrious settings prototyped or the new Grnd
Vey Stte University ibrry. Student study ptterns nd
workstyes inormed the design nd urnishings seections
or the new ibrry, schedued to open in 2013.
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Librarieswithutbks?!
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Who are todaysstudents?
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Genertion Y in Indi (426 miion) is six times
s big s Gen Y in the U.S. In Chin, there
re 218 miion peope born in just one
decde, 1980-1990. In highy networked
word tht becomes more goby integrted
by the dy, the coege cmpus is where
these mssive poputions o young peope
come to ive nd ern.
as residents in the words hottest centers
o economic growth, young peope in Indi
nd Chin re ctive prticipnts in the
rpid evoution o their countries. More o
them re urbnized nd becoming eductedthn ever beore.
To gin insights into the youngest genertion
thts entering the gob workorce,
Steecse competed primry reserch
in Indi nd Chin this yer, buiding on
study o Genertion Y in North americ
done in 2009.
across countries, young duts shre
some simirities. irst nd oremost,
theyre prticipnts in the convergence
o technoogy tht hs incresed gob
communictions nd widespred ccessto inormtion, s we s shited weth nd
opportunity. The coege-ge genertion is
dept t mutitsking nd using technoogy,
nd theyre more connected to ech other
nd peope outside their own country thn
ny previous genertion. Theyre sociy
minded, eger to embrce more ctive
styes o erning. and they expect
eduction to be prctic springbord
to creer opportunities.
Genertion, o course, is s much bout
geogrphy s chronoogy. Young duts
who were born nd rised in dierent
countries hve unique histories, trditions,
nd memories tht mke their behviors nd
spirtions distincty their own.
In Indi, creer spirtions or educted
peope re shiting rpidy rom civi service,
engineering, nd medicine to computer
science nd other technoogy eds. as Indi
evoves into gob technoogy center,
its no onger necessry to eve to cquire
speciized eduction. Thousnds o privte
technoogy trining centers hve sprung up
in cities nd towns. athough the businessword cme to Indi during the pst decde
in serch o its ow-cost service cpbiities,
its now incresingy coming to tp into core
competencies in technoogy.
Now the most tech-svvy genertion in
the word, Gen Y in Indi is mbitious,
imptient, nd sttus seeking. They strive or
dierentition through eduction, reputtion,
brnds, technoogy, nd especiy money.
Proud o their ntionity, they intend to bring
their country orwrd in the 21st century s
wy o chieving recognition nd success. In
some wys, their scintion with Hoywood
nd Boywood movies cn be considered
wy o seeing their own ives come to reity.
In Chin, theres no equivent Gen Y.
The genertion born between 1980 nd
1990, the cosest equivent, is known
s Post-80s. Its the rst genertion o the
one-chid rue. Compred to their prents
(The lost Genertion) nd grndprents
(The Trditions), the Post-80s hve
grown up in time o pece nd prosperity.
Theyre enjoying the benets o economic
reorm, open mrkets, nd cpitism
with Communist twist.
rom shion to music to crs nd gmes,
Chins youth re consumers who re eger
to bsorb wht the word hs to oer. Their
mteriism nd the ttention theyve
enjoyed s ony chidren hve erned them
nicknme: litte Emperors. attendnce
t universities is booming. as they strive
to crete their own identities bsed on
their interests, they sometimes experience
confict with embedded trdition vues
tht emphsize hrmony nd bending withsociety. as resut, discussion o ides nd
opinions bedrock o eduction in the
western word isnt s rmy estbished in
Chin. But the evoution is underwy.
U.S. coeges remin the word eder in
higher eduction, nd its not unusu or
the top americn universities to hve
10-25% o their students rom overses.
O the roughy 3 miion students t oreign
cmpuses in 2007 (the test vibe dt),
20% ttended U.S. coeges.
Gob shits re underwy, however,s weth becomes more distributed.
Whie young peope in Indi nd Chin
re pssionte bout mny spects o
western cuture, its mistke to ssume
tht trnstes into desire to become
westernized. Prt o their energy nd
condence is beie in their own countrys
biity to become word eder nd their
own biity to be ctive pr ticipnts in tht
rpid evoution.
The 70-million-strong Generation Y in the U.S.
has been the subject o countless studies
and articles, or good reason. Like their Baby
Boomer parents beore them, Gen Y is changing
the world. Since most o todays college and
university students belong to this generation,
theyre exerting their infuence on campusesas well as the workplaces they enter a ter
graduation. On the basis o sheer numbers alone,
its not enough to understand the needs o only
U.S. learners.
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Learning Spaces
All Over Campus
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The college campus has away o encouraging intellectualpursuits in dierent places.
Discussions oten migrte rom the
cssroom to the qudrnge, ceteri,
or the nerest pub ter css.
Now, pces outside the cssroom re
more useu thn ever s erning spces,
or two resons. irst, portbe technoogy
mens you dont hve to be ner power
outet to work nd wi- brings onine
ccess to the remotest corner o cmpus.
Second, coege work now invoves ot ogroup projects. More ssignments refect
nd tech re-word knowedge economy
skis: coborting in pirs, sm groups,
nd tems. Since mny cssrooms poory
support group work, students oten decmp
to pces better suited to working together.
Why not mke suitbe spces vibe on
cmpus tht extend erning outside the
cssroom, keep the group together, nd the
converstion going?
MAkING CASUAL SPACES COUNT
The rst pce tht cn better support
erning is the hwy. Group converstions
oten migrte here becuse the cssroom
must be vcted or the next css. Yet
hwys typicy oer itte seting nd ew,
i ny, worksurces. Pces where pirs nd
sm groups cn nish discussion hep
techers everge those eusive techbe
moments. Touchdown kiosks with shred
screens ow or even deeper converstions.
Sometimes hwy just needs the right
urniture. or exmpe, t the University
o South Dkot (USD) brod corridorced The link connects the student center
nd ibrry. Its outtted with comortbe
booths with tbes tht set our. Simpe
rectngur tbes nd stckbe chirs
tht set six re esiy rerrnged or rger
groups. Students cn work one or with
others but sti ee prt o the community,
sys Cthy Wgner, director o pnning nd
construction t USD.
The link is 150' ong, 25' wide nd hs
u-height gss on both sides. Wi- is
suppemented by dt nd power outets
in the foor. We see both soci ctivity
nd studying. Its gret brekout spce
or student groups becuse the booths re
rger thn typic ce booths. Students
cn move the chirs nd tbes round,
nd we put things bck in pce t night,
sys Wgner. Its the one pce on cmpus
where you wys nd peope, even during
semester breks.
Pnned pubic spces or group work t
Georgi Institute o Technoogys Kus
advnced Computing Buiding were pced
outside computer bs ike wecome mts to
ttrct students beore nd ter css. Wi-,power outets, writing bords, ounge seting
with tbet rms, sm tbes nd stckbe
tsk chirs crete intimte spces within
rger environment. These spces even drw
students rom other schoos t the coege.
lrger pubic spces oer mutipe benets
or students nd the institution. at the
University o Ciornis newest cmpus in
Merced nd t Ohone Coege, community
coege in Sn rnciscos Est By re,
drmtic open spces work ike pubic
squres. Students re ttrcted by the
Coeges re mking better use o re estte by equipping
in-between spces. add wi-, comortbe seting, nd
room to spred out your work nd most ny spce
becomes useu work spce. Some exmpes: n trium
t the University o Michign (et), corridor tht connects
two buidings t the Univers ity o South Dkot (bove),
or hwy t Stnord University (right).
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sense o community, ntur ighting, nd the
convenience o workspces ner cssrooms.
Booths up rst: theyre comortbe, nd
oer worksurce nd privcy or individus
nd groups.
Coege student ie hs chnged. Students
jugge coursework, jobs, internships, ser vicework, nd sometimes miy commitments,
so centry octed spces with urniture
nd toos re student vorites.
There re institution benets to rge
commun spce, too. or UC Merced, it
heps estbish sense o pce or coege
tht opened in n undeveoped, rur re
just six yers go. at Ohone, the spce
heps them void the commuter coege
be xed to mny urbn institutions. Now,
insted o eving or home or oc coee
shop, students sty t the schoo nd engge
with other students nd cuty. anotherbonus: these rge spces re so used or
pubic events such s oundtion nd umni
meetings, seminrs, etc.
OFFICE HOUrS INSIDE AND OUTSIDE
THE OFFICE
The inormity o certin spces is idey
suited to students ongoing need or
eedbck. Steecse reserchers hve ound
tht Gen Y in pr ticur seeks mentoring
retionships. Id rey ike to see more
guidnce rom techers. They pss ot o
knowedge to you. But i you hve questions,
especiy ter hours, when youre doing
ssignments t home, its rey dicut
to get tht guidnce, one student tod
Steecse resercher.
cuty gree. One o the most importnt
things with eduction is quick eedbck.I there is ong g between the student
giving the nswer nd the eedbck, then
the student wi orget. Their brin moves on.
Theyre in dierent stte, noted techer
in nother reserch interview. lerning is
enhnced when techers cn quicky provide
eedbck to student in n inorm spce
ner the cssroom.
Teching nd mentoring so hppen in
cuty oces, nd so do mny other kinds o
work. Steecse reserchers sy instructors
use their oces in vrious wys:
coegues buid communities o prctice
projects re mnged
mteris re dispyed nd discussed
techers dvise nd instruct students
dierent medi re stored
Instructors red, rex, nd conduct other
business in their oces s we, so they need
urnishings to support rnge o ctivities.
Yet re estte t most coeges is tight, to
sy the est. Recommendtions or cuty
oces incude using vertic spce or w-
mounted worksurces, storge, nd dispy,
nd providing fexibe components tht
serve dierent purposes, such s mobie
pedest tht doubes s storge nd short
term set, nd mobie tbes tht one or
more peope cn use. Mutipe worksurces
support piing, common prctice mong
instructors. Seting shoud incude esiy
moved side chirs or visiting students nd
coegues nd n ergonomic chir or the
instructors ong hours o ocused work.
The 24/7 mentity o business hs tken
hod on the coege cmpus. Puing n
-nighter to meet dedine or prep or
n exm is ongstnding trdition, but
todys students cn work nywhere nd
ny time, nd oten do. as resut, some
schoos oer spces in cssroom buidings
where students cn simpy chi out. at the
University o orid (U), design proessor
Json Meneey sys, It doesnt mtter wht
time you come, there re students putting
tht energy in t hours o the dy. But how
do they rechrge their cretive btteries?
at U the students use n trium spce to
py voeyb nd risbee, or swing on ropes
hung rom bcony bove. They et o
some stem rom the intense cretive energy
theyre putting into their work. I think these
kinds o support spces re just s critic s
the ctu studio environments.
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MAkING MOrE OF EvErY COrNEr OF CAMPUS
Incresingy, students rrive on cmpus
expecting vriety o non-cssroom work
environments. at the high-schoo eve,
students tke on o-site internships, work in
group spces, nd tem with other students
or everything rom nguge prctice to
b work. or exmpe, t New Tech High
in Coppe, Texs, the curricuum invoves
gret de o project work, but theres no
ibrry on cmpus. The schoo provides
csu res tht woudnt be out o pce
in corporte or coege cmpuses (right), so
students cn better coborte on group
projects.
Evoving coege curricu nd teching
methods, nd chnging student expecttions
men tht coege spces hve to be fexibe
nd user riendy. Just s every compny
needs its re estte to better support the
mission o the orgniztion, spce must
urther the overrching go o the coege:
erning. Its no onger enough to rethink
the cssroom nd ibrry when erning cn,
nd shoud, hppen everywhere on cmpus.
a rge co mmun spce (to p) t Ohone Coeg e
in Sn rnciscos Est By re heps the
schoo void the commuter coege be put
on mny urbn institutions. Insted o eving
or home or n o-site coee shop, students
stick round, study, nd meet with other
students nd cuty. These rge spces so
doube s event nd meeting res. a vriety o
worksurces nd seting hep mobie students
stop, drop, nd work prcticy nywhere
on cmpus.
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ENGAGE WITH TEACHErS
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Classrooms or the 21st century
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Columbia Universitys Reality Houseproject deed convention to provethat sustainability goals are achievableand aordable.
When Coumbi University
decided to expnd with newcmpus in West Hrem, its
eders reized the project
presented new opportunities or
signicnt sustinbiity eorts.
Coumbis 25-yer, 17-cre,
16-buiding Mnhttnvie
expnsion project took n ery
step orwrd in the summer o
2009 when the University gutted
sever foors o brick buiding
nmed Reity House. (It once
housed substnce buse nd
HIV prevention nd tretmentprogrm, nd the nme stuck.)
The project successuy
combined deconstruction,
job trining, reuse nd recycing.
It strted s n ide tht deed
convention, but quicky ttrcted
interest nd buy-in within
nd beyond the University. at
competion, its cse study
tht proves demoition cn be
done sustinby nd ordby.
When Coumbi cquired the
our-story Reity House, theupper two foors were ony
prtiy buit out nd pcked
with buiding mteris, used
urniture nd od computers
77 tons in pus mounds o
bndoned pper, crdbord
nd mixed debris.
The buiding ws trgeted
or demoition. It hd imited
prking, no oding dock nd
just one grge door to tke
mteris out. The esy wy
woud hve been to eve it orthe budozers nd nds. But
Coumbi sw opportunities to
tech nd ed others, nd ws
committed to better soution.
We set go to recyce or
reuse 90% o the mteris. at
the strt, we werent sure how
we coud get there, but we were
determined to get there. We
wnted to prove we coud turn
stretch go into n chievbe
go, sys Phiip Pitruzzeo,
vice president, MnhttnvieCpit Construction.
Teming with Institution
Recycing Network, which
mtches used products with
recipients round the word,
nd Buid it Green!, nonprot
tht mtches recyced buiding
mteris ocy, Coumbi
successuy met its recycing/
reuse go t ordbe cost,
proving the impossibe is
possibe, sys Pitruzzeo.
But there re even more
positives to the story. The
project ws designed to trin
women nd young men or
jobs in svge, reuse, nd
surpus mngement. The
Schoo o Coopertive Technic
Eduction, city progrm, nd
the nonprot Nontrdition
Empoyment or Women (NEW)
prtnered with Coumbi, nd
bout 40 peope prticipted
in the trining, wering
hrdhts insted omortrbords t grdution.
It ws dirty, hevy-duty work.
The prticipnts proved more
thn up to the demnds nd
gined on-the-job skis tht re
integr to green buiding.
We cre bout our sustinbe
ootprint in the community nd
sw this s nother importnt
wy we coud dd vue, sys
Pitruzzeo.
Becuse o the roe nd rech
o higher eduction, Pitruzzeo
beieves tht its especiy
importnt or universities to
commit to high stndrds
o sustinbiity. We hve
speci responsibiity to hep
ed the wy, he sys.
Note: The Reality House project will be
pres ented a t the U.S. Green Buildi ng
Councils Greenbuild 2010 conference in
Chicago in November.
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with Deborah Loewenberg Ball
On space, teaching, and learning
Deborah Loewenberg Ball is Dean of the School of Education at the University of Michigan,
a renowned researcher on mathematics instruction, and a recent appointee by President
Obama to the National Board of Education Science, which evaluates the work of the research
arm of the U.S. Department of Education. The New York Times calls her one of the countrys
foremost experts on effective teaching. Ball taught in an elementary classroom for over
13 years before earning a M.A. and Ph.D. in education, and she continues to practice her
profession, teaching college students at U of M and elementary students in math labs, classes
she conducts to help students learn math and help teachers learn better teaching skills.
360 Magazine interviewed Ball in her ofce on the U of M campus in Ann Arbor, Michigan.
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How important is the
classroom layout in
teaching?
I dont think its reasonable
to think that simply putting
in (certain) furniture or
space arrangements will
drive a different way of
teaching or learning, because
fundamentally teachers and
kids would have to learn how
to work differently. But withoutthe space arrangements and the
furniture to support it, a teacher
could learn to do really different
work and still be completely
impeded from doing it by the
physical environment.
In other words, you
need both?
Better forms of physical
environment make it possible for
teaching and learning to change
but it cant drive it on its own.
You still need opportunities
for professional learning.
How do you get kids engaged
in that kind of intellectual
work? What is it to really lead
a discussion among a group
of learners where the teacher
isnt doing all the talking?
Having a certain classroom
arrangement can support the
teacher. But if a teacher doesnt
have the opportunity to learn
from model teachers, and get
assistance for the problems that
arise when you try to get 35
kids to have a discussion, the
furniture alone cant do it. You
need both a different kind of
physical environment and you
need substantial professional
learning and support.
President Obama recently
appointed you to National
Board of Education Science
might that work involve
exploring how to makebetter use of the physical
assets in the classroom?
I think so. Were already
beginning to see more research
on teaching and learning and
the instructional dynamic in
the classroom, and theres still
a need to study how technology
and the physical environment,
furniture, and space affect that
dynamic. We need to understand
more about how the classroom
arrangement interacts with
the type of work kids do, howwe use the environment, how
much public writing space there
is, how students move in the
space. Thats all fundamental to
teaching and learning.
How can higher education
better prepare students for
the knowledge economy?
People mean a lot of different
things by the knowledge
economy, but I think they all
converge on a similar issue:
what it is that competent adult
life requires? Everything from
being a creative, well-educated
person with a perspective,
who can read literature and
appreciate it and understand
more about the human
experience, to more practical
things like being able to
design products, stories, text,
graphics those are different
kinds of things. The more we
can create a sense about what
adults need to be procient not
only at work but across their
life, the more the curriculum in
schools will change as well as
the way we engage young people
in learning.
The constructivist theory of
teaching is a growing trend.
Is it right for all subjects?
There are moments where
information delivery is crucial.
You dont want kids inventingthings that are actually easier
to understand by hearing them
or having them demonstrated.
But sometimes they can learn
much better if they have the
chance to get their hands
around the information and
explore it. Teachers have to
make good judgments about
when students have to do
work independently, supported
by the teacher, and when
Classroom design hasnt changed much over the years.
Is that a problem?
A lot of classrooms are designed to support a kind of teaching that
has gone on for hundreds of years, sometimes described as frontalteaching, where a teacher is at the front of a group of students,
all of them are facing forward, and their job is mostly to listen.The furniture in the space can impede certain kinds of work, andit can be difcult to engage students in talking with one anotherif the classroom is so tight and small that the only way to t thelearners in is to put 35 small desks all facing forward.
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information reception is helpful.
If everything were about active
learning, youd never complete
anything resembling the
necessary curriculum,
but if everything is about
passive knowledge delivery,
theyre going to leave school
unable to confront this
knowledge economy.
In your math labs,
students sit side-by-side
in a U-shaped table
arrangement, unlike
typical classrooms. Why?
Were experimenting with
ways to arrange the space
that maximize the learning
that we want students to be
engaged in, which involves
them in discussing mathematics
problems or particular ideas,
looking at each other, being a
ble to talk with one another.
The U-shaped conguration is
a very good set-up for it. Butits not the best arrangement
for when I say, Okay, turn and
work with two or three other
people on this problem for ten
minutes, because its not easy
for them to turn to work with
others. Ideally they would be
able to move their whole table
around and sit in a group.
Whats the best layout
for a classroom?
The ideal classroom would
have a lot of exibility for how
students were congured, plus
a couple of different features.
One, its important to be able
to create a classroom where the
students can see each other and
where discussion is possible, so
that they can see the board, see
each other and see the teacherand its easy to hear. Another
feature would be to have lots
of public surface for writing.
Additionally, it would allow
people to watch the teaching,
at least in some classrooms, so
educators or researchers could
come in, in an unobtrusive way,
and observe the classroom.
Observers in a classroom?
In a true profession you would
want to make it possible for
people to be observed, have their
work discussed, have it studied.
Students working in groups
is usually something you
see in high school or college.
Why do you have elementary
students working together
so much in your math labs?
A lot of what I do in the labs is
teach students skills for taking
advantage of the fact that
theyre in the company of other
people. Its the same whether
its a class for math, physics, or
poetry. This is the intellectual
learning that school is supposed
to be about. Most academic work
most intellectual work is
work thats important to be able
to do together with other people,
to encounter other perspectives
and learn to interact about
ideas, to disagree with civility,
and to formulate and evaluate
arguments.
Will the classroom of the
future look much different?
If we predicted based on history,
they will look much the same
because classrooms have looked
very similar for 30, 50, even
200 years. I think were seeing
more understanding that formal
schooling relates to a successful
economy, a successful society,
and, more importantly, to
successful individual lives.
Im hopeful that we can see
change in the way classroomsare congured and in the
work that goes on, if we can
get more people in this country
to appreciate that.
Deborh loewenberg B, den o the University o Michign Schoo o Eduction, eds
meeting in her oce in ann arbor (et) nd teches th-grders in mth b, combined
cssroom nd stge, in Grnd Rpids, Mich. (right). During mth bs in di erent cities,
techers wtch rom the sideines nd study Bs teching techniques s prt o the
Eementry Mthemtics lbortory project t the U o M.
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