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

3. Adapting the Learning Commons (LC) Model

4. Literature Review

5. University of Connecticut (UConn)/Homer Babbidge Library main campus project

6. Regional Campuses/Regional Campus Libraries (RCL)

7. Survey that includes other LC components

8. Results of survey

9. Next steps

10. Planning at each campus

11. Lessons Learned2

12. 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) 3

14. Addressing the diverse needs of commuters and non-traditional learners as they breezed in and out of campus.

15. Responding to demands for quiet and occasional group space for projects.

16. Reinventing space while minimizing expenses.4

18. there is a void in professional literature as it related to commuter campuses and the learning commons concept5

19. 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) 6

21. Homer Babbidge Library partnered with Institute for Teaching and Learning to build on existing elements

22. Consolidated academic support services, created new learning spaces, support for Gen. Ed. requirements7

24. Campus partners provided equipment and furniture

25. Library budget funded iStudios8

26. Collaboration Station with bullet table Writing Center area 9

27. suburban, metropolitan issues, public policy and health policy. 1,299 undergrads; 1,470 grad 10 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

29. “RCL Learning Commons Team” was formedSummer 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 11

31. 30 questions

32. Collaboratively created by Student Services, Writing Center, IT departments

33. Sections included: Research and Studying Environment, Library, Writing Center, Tutoring Services, Technology12

34. 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 13

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

36. Campus-Wide Issues 15

37. Survey Results: Student Expectations 16

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

39. 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. 18

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

41. Torrington Library 20 End panels from Stamford campus

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

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

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

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

46. 25 First Bullet Table

47. Media:scape from Steelcase 26

49. Window-shop

50. Start small and work in stages

51. Work with your development colleague$

52. Evaluate your surroundings

53. Stay in sync with your campus

54. Be flexible: needs evolve constantly

55. Don’t buy furniture that can’t be moved around/repurposed

56. Remember, commuters need quiet

57. 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

58. 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. 28

59. 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