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Bringing Authenticity to Academic Space Development Assessment Techniques Academic Learning Spaces Invention, (Re)Invention & Innovations

Rachel Besara, Florida State University Rebecca Bichel, Florida State University Kirsten Kinsley, Florida State University Susan Whitmer, Herman Miller June 8, 2010


Space Development Is All About “You” (There Is No Shortcut) • University: Residential Campus • University: Non-Residential Campus • Liberal Arts College • Community College

o o o o o o o o o o o

FTE Discipline strengths Residential or commuter Distance education Historical Notes Community/Setting Strategic Priorities Average age of student Economic Realities Carnegie Ranking Faculty Makeup

Bringing Authenticity to Academic Space Development: Assessment Techniques


Assessment Techniques • A multi-method assessment approach allows for the aggregation and verification of outcomes across measures. o Qualitative techniques provide deeper understanding. These instruments help answer how and why questions. o Quantitative techniques provide broader understanding. These instruments answer what questions.

• Both are appropriate for before and after

Bringing Authenticity to Academic Space Development: Assessment Techniques


Assessment Techniques • • • • • • • • •

Surveys Focus Groups Interviews Environmental Scan Charrettes Observation Photos Videos Building Use Statistics

• • • • • • • •

Diaries Institutional Statistics Personas Furniture Trials Bed Checks GPS Personas Workshops w/ Stakeholders

Bringing Authenticity to Academic Space Development: Assessment Techniques


Reasons Why We Don’t • • • • •

“It Takes Too Long” “It Costs Too Much” “I/We Don’t Have the Expertise” “I’ll Just Do What ______ Did” “I Already Know What Our Patrons/Students Need” • “Isn’t That the Architect’s Job?”

Bringing Authenticity to Academic Space Development: Assessment Techniques


Actionable Assessment (Next Steps) • • • • • • • •

Analyze the Data Interpret the Data Synthesize the Data/Glean Insights Share the Results Identify Actions Prioritize Actions & Sort Low Hanging Fruit Act Continuous Assessment

Bringing Authenticity to Academic Space Development: Assessment Techniques


Your Roles • • • •

Facilitator Note Taker Time Keeper Presenter(s)

Bringing Authenticity to Academic Space Development: Assessment Techniques


Today’s Toolbox • Environmental Scenarios (10 minutes) • Techniques 1. Design Your World (15 minutes) 2. Through the Looking Glass (25 minutes) 3. How Statistics Tell a Story (5 minutes) 4. Freeze Frame (15 minutes) 5. Personas (30 minutes)

• Group Report Outs (30 minutes) Bringing Authenticity to Academic Space Development: Assessment Techniques


Scenarios • Scenario One: Foster State University • Scenario Two: Grand Mountain University • Scenario Three: Agnes West College Time: 10 minutes

Bringing Authenticity to Academic Space Development: Assessment Techniques


Design Your World • Technique: Investigating User-Created Drawings to Uncover Student Space Preferences • Exercise: Examine student charrette; interview student to describe both the space and the needs they are trying to address • Let’s Look at an Example Bringing Authenticity to Academic Space Development: Assessment Techniques


Design Your World Example

Bringing Authenticity to Academic Space Development: Assessment Techniques


Design Your World • Technique: Exploring User-Created Drawings to Uncover Student Space Preferences • Exercise: Examine student charrette; interview student to describe both the space and the needs they are trying to address • Time: 20 minutes Bringing Authenticity to Academic Space Development: Assessment Techniques


Through the Looking Glass • Technique: Gaining Insights Into Student Behavior through Photo Self-Reflection and Interviews • Exercise: Review user-taken photos (10, 14 & 15); Interview students about the selection, content and significance of their photos. • Let’s see an example Bringing Authenticity to Academic Space Development: Assessment Techniques


Through the Looking Glass Example Question Nine: �Photograph a place at your university where you feel you belong.�

Bringing Authenticity to Academic Space Development: Assessment Techniques


Through the Looking Glass Example Question Thirteen: �Photograph a popular study space you never use.�

Bringing Authenticity to Academic Space Development: Assessment Techniques


Through the Looking Glass • Technique: Gaining Insights Into Student Behavior through Photo Self-Reflection and Interviews • Exercise: Review user-taken photos (10, 14 & 15); Interview students about the selection, content and significance of their photos. • Time: 15 minutes Bringing Authenticity to Academic Space Development: Assessment Techniques


Statistics • Technique: Using Institutional Data for Decision-Making • Examples o o o o o

Gate Counts Visit Intervals Reference Interactions Graduation and Retention Rates Class Fail Rates

Bringing Authenticity to Academic Space Development: Assessment Techniques


Statistics

Bringing Authenticity to Academic Space Development: Assessment Techniques


Freeze Frame • Technique: Capturing Moment-In-Time Images of Students Engaged in Authentic Activities • Exercise: Examine Photos. First “Observe” and Then “Interpret” • Let’s Look at Examples Bringing Authenticity to Academic Space Development: Assessment Techniques


Freeze Frames: Example

Bringing Authenticity to Academic Space Development: Assessment Techniques


Freeze Frames: Example

Bringing Authenticity to Academic Space Development: Assessment Techniques


Freeze Frame • Technique: Capturing Moment-In-Time Images of Students Engaged in Authentic Activities • Exercise: Examine Photos. First “Observe” and Then “Interpret” • Time: 15 minutes Bringing Authenticity to Academic Space Development: Assessment Techniques


Personas • Technique: Creating an Engaging Characterization of Data. • Exercise: Synthesize data provided to you to create a user profile (narrative) representing data. • Let’s look at examples. Bringing Authenticity to Academic Space Development: Assessment Techniques


Persona Examples Arizona Arizona is an FSU sophomore studying biology. Arizona grew up in a large family and finds dead silence impossible to study in; there is just something about the buzz of a coffee house that keeps her going. If she were to study by herself in her room, she’d probably fall asleep at her desk. Arizona is a gregarious person. She studies in groups for motivation, not necessarily for collaboration. She studies during the day, in between classes, to keep her schedule open for social obligations. She’s the treasurer of the Student Government Association and this requires a substantial amount of evening hours during the week. In addition to taking a full-load of classes, Arizona also works part-time at Tropical Smoothie. Arizona needs a lot of light to study, and prefers natural light. She seeks out spaces with a casual, chatty atmosphere. Her highlighters, note cards, WiFi and laptop are essential for her to get her studying done. Arizona uses her laptop so she can review her lecture slides on Blackboard.

Bringing Authenticity to Academic Space Development: Assessment Techniques


Personas • Technique: Creating an engaging characterization of data. • Exercise: Synthesize data provided to you to create a user profile (narrative) representing data. • Time: 30 minutes Bringing Authenticity to Academic Space Development: Assessment Techniques


Group Report Outs • Share o Your Persona(s) o How the Data/Exercises Led to That Persona

• Time: 30 minutes

Bringing Authenticity to Academic Space Development: Assessment Techniques


Final Thoughts Aha!: Share A Light Bulb Moment

If We Knew What We Were Doing, It Wouldn’t Be Called Research - Albert Einstein

Bringing Authenticity to Academic Space Development: Assessment Techniques


space assessment workshop