Learning Resources

Abstract: Student learning takes place both inside and outside of the classroom, yet a general understanding of student-user experiences in spaces outside of a classroom and the effect of those spaces on student experiences is limited. A collaborative research project conducted by the Georgia Institute of Technology and Herman Miller, Inc., aimed to understand the modes of use and behaviors among students at the G. Wayne Clough Undergraduate Learning Commons (Clough Commons). In particular, researchers wanted to study the relationship between physical space and the user experience in that space. Researchers referred to this as the “lived experience” of Clough Commons. The research took place over the course of a semester, and methods included the application of digital ethnography tools, observation, walk-up user interviews, and analysis of existing building-use data. From our research, we developed 11 use modes that describe the user activities and behaviors in Clough Commons. The use modes are meant to help designers take a more empathetic approach to design and problem solving by understanding the lived experiences of students within physical spaces. Use modes can also uncover opportunities for improving the environment to best serve student engagement and interaction. In this article, we discuss the use modes and design recommendations from our research at Clough Commons and how they may be applicable to other learning environments.

Abstract: In an effort to remain relevant and responsive to evolving developments in higher education, academic libraries are transforming existing spaces to meet the current and future needs of their students. By incorporating the specific programmatic elements of a learning commons with a focus on the institution’s unique demographics and goals, collegiate libraries will be better positioned as collaborative and flexible interdisciplinary resources. In this article, Bond Architects describes the process and outcomes of a library planning study conducted with St. Louis Community College’s David L. Underwood Library on the Florissant Valley campus.

Abstract: Recruiting and retaining women and minority faculty members is a particularly challenging workforce development issue facing many universities. This article summarizes current literature and the results of a survey of selected institutions to gauge responses to this challenge. All the survey respondents indicated that recruitment of women and minority candidates has been problematic, that retention problems vary, and that job placement is difficult and can negatively influence the recruitment and retention of women and minority faculty members. Job placement for partners has been most difficult for those universities located in small- to mid-sized cities. A variety of programs have been attempted to alleviate problems of recruitment and retention.