Assessing Learning Spaces

1. Assessing Learning Spaces Joan K. Lippincott Coalition for Networked Information

2. Overview • Why assess • What to assess • How to assess EDUCAUSE MARC 2004 Baltimore, MD

3. Why assess? “I see that one rationale for the Commons is to “get the students to the library.” In our case, it has been very effective in attracting students…our gate count was 110% higher…” So, it will attract students. But that begs the question - once they are in the building, what do we do with them? How do we engage them? The rationale for the learning commons, in my view, is that, properly designed, implemented and operated, it will enhance student learning and scholarship. That is the real challenge, and the real goal, of the learning commons.” Dan Gjelten, U. St. Thomas on EDUCAUSE LIBIT listserv, 10/31/05 EDUCAUSE MARC 2004 Baltimore, MD

4. Why assess learning spaces? • Clarify purpose of the project(s) • Demonstrate value or effectiveness • Measure satisfaction • Provide data for administrators, funders, and accrediting agencies • Identify needed changes EDUCAUSE MARC 2004 Baltimore, MD

5. What to assess about learning spaces • What are the needs for learning spaces? • Do they accomplish their purpose(s)? • Are users satisfied with the spaces? • What changes are needed? EDUCAUSE MARC 2004 Baltimore, MD

6. What to assess about learning spaces EDUCAUSE MARC 2004 Baltimore, MD

7. What to assess about learning spaces EDUCAUSE MARC 2004 Baltimore, MD

8. How to assess learning spaces • Data collection • User surveys • Case studies • Interviews EDUCAUSE MARC 2004 Baltimore, MD

9. Data Collection • How many students and faculty are using the spaces • What type of technology is being used • How often do potential users need to be turned away • What are the costs of equipping and servicing the facility • How frequently are help services used EDUCAUSE MARC 2004 Baltimore, MD

10. User surveys • What are users’ expectations • Are students and faculty satisfied with the space and/or services • What changes would the users like • What kinds of uses are being made of the space • What are the most important/least important aspects of the space for users EDUCAUSE MARC 2004 Baltimore, MD

11. Case studies • Focus on department or school revamping curriculum, developing new spaces, and implementing changes • Focus on incorporation of a new technology in a large enrollment course and impact on success • Focus on cutting edge use of technology in a course • Focus on at-risk students EDUCAUSE MARC 2004 Baltimore, MD

12. Interviews • Faculty • What difference does the facility make in their teaching - have they redesigned courses or curricula; do they use different methods • Does the facility promote innovation • How does the technology enhance learning • Are they receiving the support they need • What are their unmet expectations EDUCAUSE MARC 2004 Baltimore, MD

13. Interviews • Students • What difference does the facility make in their learning • Are they able to do different types of projects than previously • Does the facility promote a sense of community • Are they using the facility for a variety of purposes • Are needed services available • What are their unmet expectations EDUCAUSE MARC 2004 Baltimore, MD

14. Interviews • Staff • What differences do they see in what campus constituencies are accomplishing • What are the services most in demand • What are service gaps • Is staff receiving adequate training • Are users receiving adequate training • Is the facility a source of campus pride EDUCAUSE MARC 2004 Baltimore, MD

15. Assessment Planning • Methodologies examined in an ECAR study on assessing the value of IT: • Employed subjective data • Used multiple measures from multiple viewpoints • Developed a culture of evidence and analysis within the institution Mark Nelson. ECAR Bulletin, vol. 2005, issue 16 EDUCAUSE MARC 2004 Baltimore, MD

16. Assessment planning • Assessment plan for an Information Commons • Needs assessment • Gate and group study room counts to monitor use and use trends • Student and faculty student satisfaction survey • Case study focusing on a course in which students develop multi-media projects • Interviews with faculty, students, staff EDUCAUSE MARC 2004 Baltimore, MD

17. Assessment planning • Assessment plan for classrooms • Departmental needs assessment • Count of use of technology-enabled classrooms, including what technologies are used • Cost of equipping and supporting classrooms/rate of use • Case study of use of technology in a course • Interviews with faculty, students, staff EDUCAUSE MARC 2004 Baltimore, MD

18. Assessment Tips • Focus on the big picture • Provide evidence of the value of the investment in technology for teaching and learning • Align assessment goals with institutional goals • Work with assessment experts EDUCAUSE MARC 2004 Baltimore, MD

19. Assessment Tips • Understand what type of information would be valuable to administrators and funders • Assemble stakeholders to shape the assessment effort • Consider both quantitative and qualitative measures EDUCAUSE MARC 2004 Baltimore, MD

20. Assessment Tips • Be persistent • Use what you have learned to make improvements EDUCAUSE MARC 2004 Baltimore, MD

21. Assessment Tips • Use available outside resources • EDUCAUSE ELI http://www.educause.edu/SuccessfulLearning/6796 • ARL LibQUAL+ ™ program • www.libqual.org • TLT Flashlight Projecthttp://www.tltgroup.org • Project Kaleidoscope (PKAL) • www.pkal.org EDUCAUSE MARC 2004 Baltimore, MD

22. Assessment Tips • More resources • Chauncey, Bonnie. C&RL News, Nov. 2004 http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2004/november04/alternativeassessment.htm • Association of American Colleges and Universities. Liberal Education Outcomes. • http://www.aacu.org/publications/index.cfm EDUCAUSE MARC 2004 Baltimore, MD

23. CNI and Assessment of Learning Spaces • Develop a framework of assessment • Compile case studies • Feature sessions on the topic at Task Force meetings • Your ideas… EDUCAUSE MARC 2004 Baltimore, MD