Next-Gen Learning Spaces, SPEC Kit 342 (September 2014)

Brown, Sherri; Bennett, Charlie; Henson, Bruce; Valk, Alison

SPEC Kit 342: Next-Gen Learning Spaces · 165
Planning and Assessment

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SPEC Kit 342: Next-Gen Learning Spaces · 165
Planning and Assessment

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166 · Representative Documents: Planning and Assessment
UNIVERSITY OF CHICAGO
Program Goals
REGENSTEIN LIBRARY ‘A’ LEVEL PROGRAMMING AND CONCEPTUAL DESIGN: EVALUATION OF INITIAL CONCEPT PRESENTATIONS -April 2014
3
Program Goals
Introduction
As a center of intense intellectual inquiry, the University of Chicago Library shares with the University the aspiration to
be the most dynamic learning environment in the world. It continues to embrace change and align itself to thrive on
diversity, to support professional growth and opportunity, and to reward flexibility and innovation.
Libraries today are more than repositories for books and quiet study. They are transforming into active community spaces
that encourage interaction and collaborative learning, showcase the rise of new technologies, and adapt to the needs of
their patrons. Sometimes, creating a library to embrace these changes requires constructing a new building or making
major modifications to an existing facility.
The Regenstein Library has identified a part of Level ‘A’ as a potential location for a collaborative learning environment.
Level ‘A’ covers about 83,200 GSF out of which about 20,000 GSF (18,000 NSF) has been allocated to this study.
Project Goals/ Vision
 Create an attractive and inviting ‘destination’ space for students, faculty, academic technologists, and library staff
 Encourage an open collaborative environment that becomes a destination to study and collaborate in a creative and
scholarly environment
 Encourage and foster scholarly interaction, group work, and collaborative learning
 Facilitate scholarly engagement in groups and create zones for teaching and workshops
 Facilitate understanding of opportunities and research skills the Library offers
 Maintain visibility, access to natural light, and create a comfortable moderately quiet setting that both creates and
sustains an environment supportive of scholarship
 Incorporate flexibility for a variety of uses for small to medium group sizes as well as individual study
 Allow for flexibility and adaptability to meet Library’s future needs
Project Scope
Level ‘A’ Floor Plan
 Analysis of what space is occupied
now and what will it take for its
optimal conversion to a collaborative
student learning space
 Opportunities to improve
functionality of the space and aid in a
suitable environment for active
learning
 Important working adjacencies that
either exist now or might be
promulgated in the new space
 Technology, equipment, or
special/non-standard furniture
considerations including MEP or
Voice/Data support requirements
 Incorporate studio space producing
MOOCs, creating web tutorials,
webinars, etc. and delivering online
instruction
 Support functions such as
administration, storage, waiting areas,
etc.

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SPEC Kit 342: Next-Gen Learning Spaces (September 2014) resources

164 · Representative Documents: Staffing
UNIVERSITY OF PENNSYLVANIA
Bass Family Teaching and Learning Fellow
1-2 years’ experience in course design or teaching at the college level. Demonstrated
ability to apply knowledge about faculty learning objectives, course content, and overall
teaching goals to assess and improve collaborative learning services.
Experience working with a wide range of educational technologies in both face-to-face
and online learning. Ability to prepare materials for online teaching, which could
include experience with graphics software applications, html coding, and managing
interoperability issues among technologies for effective integration into Learning
Management Systems.
Experience in developing, managing, promoting and evaluating instructional programs.
Experience working with faculty, educational technology providers, administrators, IT
professionals and colleagues in successful team efforts that involve project planning,
implementation teams, assessment, and reporting.
Competencies in the area of assessment, including formative and learning outcomes
assessment.
Preferred skills:
Experience with discipline-based instructional design projects at the curricular level.
Experience in developing and supporting learning communities.
Familiarity with participatory design, learning analytics, research on assessment of
student learning.
Graphic design skills and familiarity with graphic design software applications.
Knowledge of best practices in training, and experience in designing and improving
training workshops.

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Page 9Survey Results click to expand contents

Page 89Representative Documents click to expand contents

Page 91Examples of Learning Spaces click to expand contents

Page 99Instruction Spaces click to expand contents

Page 105Floor Plans & Maps click to expand contents

Page 113Marketing Learning Spaces click to expand contents

Page 123Marketing Programming & Instruction click to expand contents

Page 141Policies and Procedures click to expand contents

Page 147Staffing click to expand contents

Page 165Planning and Assessment click to expand contents

Page 189Selected Resources click to expand contents

SPEC Kit 342: Next-Gen Learning Spaces (September 2014) resources

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SPEC Kit 342: Next-Gen Learning Spaces (September 2014) resources