1. Creating an Environment for Engagement Butler’s Learning Studios Journey
Tom Erwin, CIO
Butler Community College (KS)
Homero Lopez, Ph.D.
Higher Education Consultant
DesignofLearningSpaces.com
Dr. Homero Lopez and Dr. Linda L. Garcia are higher education consultants who have shared their expertise on how flexible learning environments, known as Learning Studios can increase student engagement. 
Dr. Lopez was the founding president of Estrella Mountain Community College (AZ), where the Learning Studio initiative was pioneered.  Dr. Garcia completed her dissertation study on the students’ and faculty’s perceptions of the Learning Studio.  She conducted the classroom research for the Herman Miller, Inc. on the pilot Learning Studios at Eastfield College (TX).   They recently completed a research article for Herman Miller, Inc. published on the impact of Learning Studios on student engagement. Dr. Lopez and Dr. Garcia are graduates of the Community College Leadership Program at The University of Texas at Austin.
Innovations Conference 2009
Special Session: Teaching & Learning
March 17, 2009
Nevada 7 Arcade Level 2:30-3:30 p.m. 1 1

2. Butler Community College Butler’s Learning Studios Journey
“The Learning Studios project has brought focus to our institutional dialogue on pedagogy, particularly how instructors could use space and technology to
influence student engagement”.
Butler Community College (2009)
Follow up with these opening questions that ELI encourages folks to explore! 2

3. Journey to Effective Learning Spaces Stages of Development Source: DesignofLearningSpaces.com
EXPLORE
Ideas
Curiosity
Inquiries
Discussions
Early Adopters Vs Traditionalists
Leadership
EXPERIMENT
Learn, Visits
Conferences
Consultants
Pilots & Prototypes
Opportunities
General Direction
ACTION
Consensus
Implementation
Expansion
Innovators
Formal Adoption
Broader Campus Interest 3

4. Journey to Effective Learning Spaces Stages of Development Followed by Other Colleges Source: DesignofLearningSpaces.com
EXPLORE
University of Massachusetts
EXPERIMENT
Butler Community College (KS)
Lorain County Community College (OH)
ACTION
Estrella Mountain Community College (AZ)
Eastfield College (TX) 4

5. Journey to Effective Learning Spaces Butler Community College (KS) Source: DesignofLearningSpaces.com
EXPERIMENT
Master Plan Opportunities: Build-Remodel Educause ELI Design Team Pilots - Prototypes Vendor Partner & Research Consultants Leadership VP & CIO 5

6. Main Leadership Issues Faced Source: DesignofLearningSpaces.com
80%
Cultural Change
60%
New Ways of Teaching & Learning
Technology & Infrastructure
Teamwork & Collaboration
40%
Increased Retention
Innovation
Space Utilization, Efficiency & Productivity
Reduced Costs & Environmental Concerns 6

7. So, What Makes a Great Learning Space?
WHAT MAKES A GREAT LEARNING SPACE? Do we want to try this again?
We asked our students the same questions, this is what they said.
For the past several years, we’ve asked professionals at conferences all over the country this same question. And, people feel that a “great” learning space should include these features to create an environment that: Impacts Student Learning; Facilitates Engagement; Facilitates Technology; Allows for Multiple Pedagogies; Creates Flexibility; Is Comfortable & Functional; and Of Course is Attractive!
So, what other features would you include in your “great” learning space?
TRANSITITION…….
Now that we have identified what makes a great space….how do we get there? 7

8. So, What Makes a Great Learning Space?
Impacts Student Learning
Facilitates Engagement
Facilitates Technology
Multiple Pedagogies
Creates Flexibility
Comfortable & Functional
Attractive
Source: DesignofLearningSpaces.com
WHAT MAKES A GREAT LEARNING SPACE? Do we want to try this again?
We asked ur students the same questions, this is what they said.
For the past several years, we’ve asked professionals at conferences all over the country this same question. And, people feel that a “great” learning space should include these features to create an environment that: Impacts Student Learning; Facilitates Engagement; Facilitates Technology; Allows for Multiple Pedagogies; Creates Flexibility; Is Comfortable & Functional; and Of Course is Attractive!
So, what other features would you include in your “great” learning space?
TRANSITITION…….
Now that we have identified what makes a great space….how do we get there? 8

9. Should a Great Place to Learn Look Like This?
If we do this again, maybe a more realistic set of photos? We’ll need to follow up with the previous one which has the results of many previous presentations.
UPPER LEFT VIDEO-LINK TO KANSAS STATE

10. Or, Should a Great Place to Learn Look Like This?
If we do this again, maybe a more realistic set of photos? We’ll need to follow up with the previous one which has the results of many previous presentations.
UPPER LEFT VIDEO-LINK TO KANSAS STATE

11. EDUCAUSE Learning Initiative (ELI)
Design of Learning Spaces
The effective design of learning spaces—whether a
classroom, a laboratory, a library, or an informal space
can enhance learning. As educators have integrated
communication, collaboration, and computing
technologies, learning spaces have morphed. The
design of learning spaces goes beyond the physical to
include the virtual. Educators, technologists, and space
planners are combining technology, pedagogy, learning
science, and physical space.
I’d like to start off by using this formal statement from ELI

12. Questions ELI Encourages Us to Explore
What kinds of spaces enhance student learning?
What are the learning space design principles for classrooms? For informal spaces? For online activities?
Do we first ask about the educational experience and learning activities and then consider space?
Are educational issues kept at the center of space planning?
What assumptions should we challenge as we design learning spaces for the future?
Follow up with these opening questions that ELI encourages folks to explore!

13. Our Working Assumptions
Effective Design of Learning Spaces can:
Address learning styles of Millennials
Enhance engagement & learning
Result in measurable outcomes
Be driven by learning principles
Apply to all learning spaces
Be realized through stages of development
Source: DesignofLearningSpaces.com
Tell the group that these are the “propositions” or “notions” or “key assumptions” or whatever term to use that dictate the directions that we follow in advocating for effective learning spaces and undergirds the ideas that we will present them with today!
These are points we present to you and advocate for.

14. The Learning Studio A “re-invented” classroom that reframes the learning relationship
Replaces the “space-challenged” classroom
Changes traditional teaching roles
Challenges old assumptions
Instructionally driven design features
Facilitates engagement
Source: Herman Miller, Inc. 14

15. Learning Studio Features
In this Learning Studio, features such as comfort, flexibility, ability to reconfigure the space, and functionality can be found. As you can see, the open space, the flexible furniture, and various types of learning stations offer a wide range of opportunities to achieve desired goals for the space. In addition, the environment supports a wide array of desired collaborative and social learning activities for both the teacher and students. And, of course, the space is aesthetically and visually stimulating.
Source: Herman Miller, Inc.
Comfort, Flexibility, Easily Reconfigured, Functionality
Supports Array of Collaborative & Social Learning Activities
Aesthetically & Visually Stimulating
Source: DesignofLearningSpaces.com 15

16. Learning Studio Features
This Learning Studio contain features that emphasize the embedded infrastructure to support a wide array of technology and media. It’s integrated nature provides for on demand technology, devices to encourage writing, display, presentations, and to capture information in digital formats. Finally, the space provides much needed electrical access and accentuates the use of lighting for mobility, emphasis, and tasks.
Source: Herman Miller, Inc.
Integrated Technology on Demand
Writing, Display, Presentation, Capture
Power Access & Lighting Control for Mobility, Emphasis, Tasks
Source: DesignofLearningSpaces.com 16

17. Learning Studio Features
This Learning Studio highlights the role of pedagogy in the design and use of the space. Teaching strategies to be used in this setting require that teacher and students take on different roles than followed in traditional classrooms. Here, faculty must be able to expand their traditional lecturer role to include that of facilitator, coach, counselor, mentor, and to be able to design and guide active and collaborative student learning. Students no longer have to just memorize and regurgitate information. Rather, the can discover, construct, and understand in a more meaningful active environment. The new teaching and learning environment sends cues to teacher that the space can be used more creatively and to students that “something different ins going on here in this space!”
Source: University of New Mexico
Facilitates Roles & Movement Defined by Users & Pedagogy
Cues Faculty & Students to Use the Space Creatively
Ample Space for Circulation & Desired Learning Activities
Source: DesignofLearningSpaces.com 17

18. Learning Studio Features
Finally, a Learning Studio should feature embedded controls for environmental, accommodation, and safety issues. And, you will want to “future proof” your learning space as much as possible! To achieve this, you may want to invest in more infrastructure to accommodate growth and expansion of technology and upgrades; utilize furniture with modular components and/or replacement parts and pieces; and to have the core space serve as the envelope in which the various features are placed (thereby giving you the ability to examine each feature for its future life span).
Source: Central Michigan University
Control for Environmental, Accommodation & Safety Issues
Adaptable to Future Improvements and Changes
Source: DesignofLearningSpaces.com 18

19. Design Features of the Learning Studio
Comfort, Flexibility, Easily Reconfigured, Functionality
Supports Array of Collaborative & Social Learning Activities
Integrated Technology On Demand
Writing, Display, Presentation, Capture
Aesthetically & Visually Stimulating
Facilitates Roles & Movement Defined by Users & Pedagogy
Cues Faculty & Students to Use the Space Creatively
Ample Space for Circulation & Desired Learning Activities
Control for Environmental, Accommodation & Safety Issues
Power Access & Lighting Control for Mobility, Emphasis, Tasks
Adaptable to Future Improvements and Changes
Source: DesignofLearningSpaces.com
Go to Classroom Of The Future HD: What's New in Educational Tech
So, here is a complete list of the various Learning Studio features we have just covered. As we cautioned earlier, however, there is no “one single vision” to follow in designing your Learning Studio! Remember, there are many ways to achieve the type of learning space that meets your desired outcomes, requirements, functionality, budget, and other concerns. The Learning Studio features we have just presented are the core components you should seek. Your design may and most likely be unique to your needs, but always seek to incorporate as many of these features as you can. 19

20. How Can Effective Learning Studios Facilitate Student Engagement?
National Systems to Measure Student Engagement
Benchmarks: Indicators of Effective Educational Practice
Active and Collaborative Learning
Student – Faculty Interaction
Support for Learners
Academic Challenge
Student Effort
The National Survey of Student Engagement (NSSE) and Community College Survey of Student Engagement (CCSSE) have been actively assessing engagement for 10 and seven years, respectively. These two national systems separately measure engagement in four-year and two-year postsecondary institutions. They measure engagement through information reported by the students on the following benchmarks: active and collaborative learning, student faculty interaction, support for learners (supportive environment), academic challenge, student effort, and enriching educational experiences. According to CCSSE, “The more actively engaged students are—with college faculty and staff, with other students, with the subject matter being learned—the more likely they are to persist in their
college studies and to achieve at higher levels.” The result is student success. 20

21. Active and Collaborative Learning
The first engagement benchmark that emerged from the data was active and collaborative learning. Faculty and students expressed that the Learning Studio was a classroom with a purpose. They reported that the environment gives physical cues that the learning environment will be drastically different in comparison to the traditional classroom. These physical cues included the tables that allowed 2 to 4 students to sit together, the mobile furniture that glided across the classroom, the mobile white boards that encouraged students to interact during class time, and the lack of a front and back of the classroom. Faculty noted that the fixed furniture in the traditional classrooms challenged students’ participation in collaborative and active learning situations. They, along with students, believed that the flexible environment in the Learning Studio increased interaction. Also, the faculty shared that the mobile white boards increased collaboration among the students. Since students could move the white boards closer to their tables, they were able to record their brainstorming ideas for their group to see and discuss. 21

22. Student-Faculty Interaction
The teacher is seen as “unathoriative figure”
Shift in the authoritative role
The second engagement benchmark that emerged was student-faculty interaction. Faculty shared that the Learning Studio provided options to integrate different teaching and learning styles. Different methods include class discussion, multimedia, and collaborative learning. One particular faculty member stated, “Teaching in a Learning Studio reminds me to take a break from lecturing. It reminds me that the students have their own voices and thoughts.” Also, the faculty participants believed students were less intimidated by them in the Learning Studio; thus, students found them more approachable. This is attributed to the instructors’ perceived concept of the Learning Studio, which entails that learning is a partnership between faculty and students. Students described faculty in this new environment as facilitators, counselors, and mentors in the learning environment. On the contrary, students viewed faculty in the traditional classroom as a dictator, who is not approachable. Furthermore, students felt that the Learning Studio encouraged instructors to utilize the many areas of the classroom instead of standing at the front. When faculty decided to take this approach, students expressed this made it easier to create a relationship with them. Faculty knew their students better. Additionally, the faculty believed that their maneuvering throughout the classroom increased their access to all students.
Source: Herman Miller, Inc. 22

23. Supportive Environment
The third engagement benchmark that emerged was a supportive environment. Since the Learning Studio increased interaction between students, faculty saw students form peer support networks. They witnessed that students took the time to know each other’s names, identify each other’s strengths and weakness, and share information. Faculty stated that peer support networks encouraged student persistence in the course. They believe this was easier to create in a Learning Studio classroom in comparison to a traditional classroom environment. They described that the fixed layout of the traditional classroom restricts students to form a relationship with the peer only sitting beside him or her. Furthermore, students indicated that the availability of technology in the Learning Studio enhanced the learning environment. The instructors and students are able to access the Internet and conduct online research. They collectively seek information on a variety of topics pertinent to the class discussion
Source: Herman Miller, Inc.

24. Professional Associations
Challenge: Puzzle of Learning Studio Research
Vendors
Architects
Designers
Professional Associations
To analyze how Learning Studios facilitate student engagement, the following data was analyzed: (1) A dissertation study, “Millennial’s and Faculty’s Perceptions of a New Generation of Learning Classrooms,” which was conducted by co-presenter Dr. Linda Garcia (a graduate from the Community College Leadership Program at The University of Texas at Austin; (2) Universities who have cooperated with Herman Miller on engaging students in the learning environment; and (3) student and faculty focus groups of the Learning Studio pilot at Eastfield College (Dallas County Community College District). The research is organized around three of the five student engagement benchmarks: active and collaborative learning, student and faculty interaction, and supportive environment.
University Research
Colleges
Universities 24

25. (insert photo of home page)
Website
(insert photo of home page)
Our website (Designoflearningspaces.com), provides information on learning spaces, engagement, and resources (literature and videos) that can be easily accessed by individuals wanting to learn more about Learning Studios. Our consulting services are also listed, which include:
Increasing engagement through flexible learning environments
Learning environment assessments
Transforming traditional learning environments
Creating, implementing, and assessing Learning Studio Pilots
Preparing faculty for innovative learning environments
Assessment of organizational readiness for change
Knowing today’s Millennial student population
Faculty/student focus groups
Incorporation of Learning Spaces issues into master planning, facilities planning, or strategic planning. 25 25

26. A Symposium: New Environments for Experimental Learning
Tell the group that these are the “propositions” or “notions” or “key assumptions” or whatever term to use that dictate the directions that we follow in advocating for effective learning spaces and undergirds the ideas that we will present them with today!
These are points we present to you and advocate for.

27. Butler Community College Butler’s Learning Studios Journey
Follow up with these opening questions that ELI encourages folks to explore! 27

28. College Overview Comprehensive, 2-yr, public community college
6 Major Campus Locations
21 teaching locations in south-central Kansas
65% of students come from Wichita metro
14,000 students a year 28

29. Strategic Priority – April 2007
To develop guidelines and an implementation plan for engaging, state-of-the-art learning spaces. 29

30. Strategic Goals – November 2007
Learning Spaces Strategic Goal Team
- Define Learning Spaces
- Research Learning Spaces concepts and models
Establish a set of minimum standards for various types of Learning Spaces
Develop a college-wide comprehensive
implementation plan for the design and development of Learning Spaces at Butler Community College 30

31. Strategic Goal Activities – February 2008
Develop Awareness Campaign
Pilot one General Education Learning Studio
Create Design Criteria 31

32. The Journey – Summer 2008 IT Space design – proof of concept
From 1 pilot to 4 + …. Project Creep!!
2 Gen Education Learning Studios (Existing Space)
2 Nursing Learning Studios (Existing Space)
1 Student Union (new Space)
Planning to Occupation – 3 months 32

33. Traditional Classroom33

34. General Education Pilot Learning Studios34

35. General Education Pilot Learning Studio
Source: Herman Miller, Inc. 35

36. General Education Pilot Learning Studio
Source: Herman Miller, Inc. 36

37. Future Nursing Learning Studio Space37

38. Nursing Learning Studio
Source: Herman Miller, Inc. 38

39. Andover Student Union
Source: Herman Miller, Inc. 39

40. Andover Student Union
BOA Student Union
Source: Herman Miller, Inc. 40

41. Learning Space Design Projects – 2008/09
Agriculture Facility
Residence Hall Commons
Student Life Center
Math/Science Building Lobby Area
Open Computer Lab Alternatives
60,000 sq. ft. building gut/remodel 41

42. The Issues Common Understanding of Desired Outcome
Internal staff, designers, architect, contactor
Classroom Size (25 sq. feet/person)
Ownership - Who’s Project is This?
Communication
Competition for Scarce Resources – Increased Cost
Champions – are the right people in the right seats?
Accelerated Project Time Line
Operationalization
Training
Alignment to CQI and Effective Institutional Planning 42

43. Research and Discovery
Research purpose – to evaluate impact of space at Butler on student engagement & satisfaction and define design criteria that can have the most significant impact on engagement and satisfaction 43

44. Butler/Herman Miller Research Partnership
Source: Herman Miller, Inc. 44

45. Summary Findings: Student
Stronger Preference for the Learning Studios
The flexibility of furniture to support group work, and the ability to reconfigure and adjust the furniture easily.
The ability to contribute in class, approach the instructor after class time, get to know fellow students, and use collaborative time more efficiently.
The ease of seeing written materials, hearing the instructor.
Comprehending materials, and accessing materials after class time.
The opportunity to use display/technology in the Learning Studio and reconfigure it easily.
Comfortable seating, good quality lighting, and nice aesthetics.
The ability to adjust seating, tables and whiteboards. 45

46. Summary Findings: Faculty
Stronger Preference for the Learning Studios
The ability to see students, hand out teaching
materials, and interact with students.
Enhanced communication with students
during class.
Collaboration between students and fellow
students and faculty members and students.
Feeling valued as a faculty member at Butler
Community College. 46

48. The Consequences
Good work among multiple components vs. Exceptional work along one track.
Institutional Awareness of formal and informal learning spaces
Unknown – did we drive people off or bring people in (chaos factor)?
Messy Issues
Positive design impact = 1000 sq ‘ 48

49. Where Do We Go From Here? Design criteria based on research/practice
The pedagogy discussion 49

50. Research: Next Steps
What space-technology elements appear to have the most impact on student engagement?
How do those elements relate to specific pedagogies?
How does the space-pedagogy relationship change across programs, disciplines, campuses?
How do space and pedagogy relate to other institutional practices that relate to student engagement?
How do those key practices interact with factors of our students’ behavior and their background to promote or inhibit engagement? 50

51. Butler Learning Spaces Research Project
Questions?
Butler Learning Spaces Research Project 51