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: The Department of Architectural Science at Toronto’s Ryerson University was already committed to community engagement. However, the need for a permanent gallery provided a new catalyst. The collaborative nature of the integrated planning process provided the school with an opportunity to revisit its public programming mandate. The school’s transformation through the innovative physical positioning and use of the gallery deepens its dialogue and level of engagement both within the university and with the greater community.

Abstract: Until very recently, the idea of higher education as an economic catalyst has focused almost exclusively on land-grant colleges and research universities. In little more than a decade, the perceived economic development role of higher education has expanded from a narrow field of large elite research institutions to include small liberal arts colleges, many of which traditionally saw their role as a refuge from economic forces rather than as an active creator of them. Liberal arts colleges, and, in particular, public liberal arts colleges, now confront an entirely new set of expectations from the regions in which they are located.
Almost every college has some kind of catalytic role to play in its regional economy. However, in order to be accepted as an effective partner, a college’s economic development responses must be perceived as credible by the larger community, and in order to sustain campus support, they must be seen to add real value to the institution itself. This article provides an overview of the key issues that a liberal arts campus must address as it prepares to enter the economic development arena.

Abstract: Collaborative partnerships can yield enormous benefits for campus projects involving complex uses and implementation strategies. When visions are aligned, public-private partnerships can leverage initial assumptions into more ambitious programs to meet placemaking, sustainability, and other goals. The story of the successful UC Davis West Village partnership between the University of California and its developer partner, West Village Community Partnership, LLC (WVCP), serves to illustrate the unanticipated directions made possible by diverse talents, resources, and points of view.

Abstract: The United States relies on science, technology, engineering, and math (STEM) graduates to enhance national innovation and economic development. Recently, however, great concern has arisen about the quantity and quality of STEM graduates and the need to recruit and graduate more minority students from these disciplines. This exploratory qualitative study used interviews and document analysis to gain additional insight into the ways that habitus, academic preparation, academic and social integration, and interventions and inducements interact and influence the persistence to graduation of minority students in the STEM disciplines.

Abstract: In 2010, a public research institution in the southeastern United States, the focus institution for this investigation, launched an academic realignment initiative through the creation of a new academic unit. Administrators identified three primary goals for the academic realignment initiative but failed to articulate a time line or measureable outcomes for the process. In the absence of institutional measures, the primary author created proxy outcomes, but found minimal evidence to suggest that institutional outcomes had been achieved. In an era of high-stakes accountability and limited financial resources, it is imperative that academic leaders intentionally connect institutional goals to measureable outcomes.

Abstract: During the 2009–10 academic year, Idaho State University embarked on a university-wide structural reorganization. This article describes the change process leading to the creation and development of the Division of Health Sciences, using John P. Kotter’s “8-Step Process for Leading Change” as the framework for analysis. The authors conclude that while the reorganization process generated controversy, it continues to be a work in progress and has resulted in noticeable benefits for the division.

Abstract: Sustainability guidelines for campuses typically focus on the environmental, structural, and organizational aspects of colleges and universities. The Sustainable Sites Initiative (SITES) expands the definition of campus sustainability by including “Socially Equitable” design guidelines that consider how people interact with and within campus landscapes. Landscapes that afford (1) mental restoration and (2) social interaction become sustainable under the SITES definition. This study conducted at Agnes Scott College and The University of Georgia tests the criteria associated with these guidelines to determine their relevance and impact. Through mapping exercises, direct observation, and a questionnaire survey, data were collected from 120 students to determine which “sustainable” criteria are relevant to campus landscapes. The findings confirm the criteria listed in the SITES guidelines and introduce additional criteria to consider for enhancing Socially Equitable design standards on campus.

Abstract: Learning happens best when students are engaged with the topic and productive participation is at its highest. The challenge in education is how to reach students at each level of development to increase motivation and intention. Instruction must be culturally responsive to support the achievement of a diverse population using a framework that meets the appropriate level of learning for each student in the affective, cognitive, and psychomotor domains in order to inspire creativity and innovation. In teaching in the medical field, the faculty is faced with the same challenges, since the theories taught in medical education are difficult for students to grasp. There are fewer designated methods for medical education than for general education, leading many educators to fall back on standard lectures. However, traditional lecture materials and class-time methods fail to meet the learning needs of all students. A proven way for teachers to engage students and improve learning outcomes is through the relevant use of e-learning and Web 2.0 tools in teaching. The literature supports the case for integrating e-learning and Web 2.0 technologies into medical education to improve learning outcomes.