Occupy 116 Chambers: A DT Effort

Summary

• Adhoc storage & various accumulated technology resources provide a fair amount of clutter and may not be currently used.

• Electrical outlets are limited; the lack of readily available outlets for instructor and worktable location use for students is a significant need.

• Multiple retractable screens are needed with accompanying projector technology; in addition to projectors, document viewers may be needed to maximize the students' ability to engage with projected media. Science educators should be consulted.

• A remodel should incorporate updated, but still portable, tables and chairs for student use.
• Safety equipment and signage should be reviewed and updated according to current safety protocols.

Background

The learning space 116 Chambers is located on the first floor of Chambers Building, conveniently located across the street from the Pattee and Paterno Libraries. Built in 1960, Chambers building is home to the College of Education and was named after its first dean, Will Grant Chambers. Chambers 116, is used most commonly for instruction of early childhood education majors; specifically, for the instruction of science content and pedagogical knowledge. The learning space has also been used for pre-service field experience seminars and science education graduate coursework.
Team contributor: Dan

Physical Layout
116 Chambers is located on the first floor of the Chambers building on the west side of campus across from the Pattee Paterno Library. The existing layout spans the length of the room creating a horizontal space with table-style seating for 32 students. There are two rectangular tables pushed together to form seating for four students in each grouping. Two doors on either end of the room provide ease of entry and exit. There are large lab tables at one end of the room and three safety sinks (one located at each end and the third near one of the entry doors on the room's interior wall that borders the hallway).

The tiled floor is dated but does not appear to be torn in any visible areas. Miscellaneous, adhoc storage devices line the walls and even block the windows. Given the varied appearance of storage (cabinets, open shelving, plastic bins, book-type shelves), it seems that over the years various users of the room have added storage for various reasons. A faculty member commented that she had no idea who stored things on the shelves as all of her materials were stored in the adjacent 'storage room' dedicated for use associated with this classroom. There were eight outlets visible in the room and limited ability to vary lighting conditions (on/off fluorescent lighting only). Abundant natural light enters the room through large windows that span the length of the space; however, adhoc shelving and old equipment block much of the window space.

Impact on Learning and Teaching
Clutter abounds in this space and appears to represent multiple generations of teaching practice (mobile boards, overhead projector, an old box TV, SmartBoard, and three screens from various eras). There is a metal plate that runs across the width of the space that has an undetermined function according to the faculty member present at the time of this review.

A faculty member who regularly used the space commented that the position of two screens (one for the Smart Board and the other for the projector) visually divided the instructor space and the student attention. Consequently, she rearranges the tables and chairs to be at a perpendicular angle to both projectors. The students then turn to one side or the other. Two students and the faculty member were in the room at the time of this observation and commented on the uncomfortable seating, dated tables, and obstructed views due to clutter and adhoc technology in the room. They also commented on limited physical configurations for demonstrations and notetaking due to lack of electrical outlets.

Ideas for Future/Improvements
Recommended Modification: Given that the horizontal floor layout is unlikely to be changed, this space may benefit from a redesign similar to 8 Mueller where multiple retractable screens suspended from one main wall. A physical layout with multiple screens connected to multiple projectors would provide the physical ability to view for a full class of 30 students.

Recommended Feature to Retain: Although the tables and chairs are clearly dated and somewhat bulky to move around, the participating faculty member and two students who were in the room at the time of this observation commented that portability would be an important feature to maintain. The current tables are rectangles (seating 2 per side) that fit together to form one table for four. The movable surfaces allow instructors and students to create a large table for group discussions and then move them into smaller work/lab areas for cooperative periods of class.
Team contributor: Julie

Ambiance

Description
In terms of ambiance, the first feeling that emerges is crowded. The classroom is packed with tons of stuff. There are shelves filled with kits (science) of all kinds, partitions, sinks, white boards, filing cabinets and a hodge-podge of office supplies. There are eight pairs of table-desks. The desk-tables are designed to accommodate two students on each side, however in reality, it ends up being a tight squeeze to fit in all four people, especially if they are being asked to engage in activities other than simply sitting and listening to a lecture. The air smells stale and old and arguably consistent with the age of the building (i.e., 1962). There are two large windows and one glass door on the west side of the room. However, an instructor informed me that the door is locked and not usable. In theory, the long, floor-to-ceiling windows should draw a lot of natural light into the classroom, however, they were half-closed during my visit and so the diffusion of light was minimal. The floor consists of an off-white color tile that is reminiscent of the exam room in a doctor's office - i.e., cold and uninviting.

Impact on Learning and Teaching
As indicated, the crowded nature of the space appears to constrain an easy flow of activity and therefore could impede the active learning goals that the instructor may be striving to achieve in her design. Another potentially adverse impact is the implicit message conveyed by the age of the space. Often times when people think science and technology, they think in terms of "modern" and "cutting edge", however this space projects an image that is dated and behind the times. This can implicitly convey to students that the learning and teaching activities that occur within this space are not as modern as they otherwise could be.

Ideas for Future/Improvements
Open up the space and minimize the clutter. Conduct an equipment audit to see which tools (e.g., projectors) are actually being used. Similarly, given the rapid proliferation of mobile device applications, it would be useful to think about which of these could be replaced with simulations. For example, instead of storing materials for conducting environmental science experiments, why not use an app that would allow the teacher or student to conduct simulations? This would widen the number of possibilities for conducting different experiments because they wouldn't be constrained by whatever physical resources or equipment that are currently stored in the classroom.
Team contributor: Phil

User Experience

Description
The users of this space, both instructors and students, describe the space as cluttered and uninviting. For a small class of 8-12, the space is not crowded, but for classes of 25-30, there is little room for furniture adjustment. Although the windows and glass doors provide light in the daytime, it is not the best use of the wall space and has a huge impact on where furniture and equipment can be placed. At the instructor's station, the lighting is not good and the available power is not sufficient. Students also complained about the lack of access to power at the tables without draping cords across the floor, creating a safety hazard. At the beginning of each season, the room is either freezing or sweltering for a week before OPP makes an adjustment. One student described the room as a cold, random space without personality.

Impact on Learning and Teaching
Depending on where students are seated, it is not possible for everyone to see the whiteboard/screen. The space is not set up for small group discussion. Students scramble for power outlets on either side of the room in order to keep their laptops powered. One student shared that the technology, specifically the audio, is often not working and the lighting cannot be adjusted appropriately for viewing projections.

Ideas for Future/Improvements
Replace tables with a design that is more flexible so the room can be rearranged to offer different student groupings. Consider an oval shaped table that would seat 6-8 students. Add cushioned chairs that have rollers allowing students to physically re-adjust their focus when necessary. Move the SmartBoard and/or pull down screen to the far corner of the space opposite the hallway exit doors to allow for greater user visibility. Install a high quality blind on the windows so lighting can be adjusted more appropriately. Inventory all items in storage cabinets and around the perimeter of the room to determine what is currently being used and what should be discarded or moved to another area. Replace the shallow sinks with deeper ones for less mess.
Team contributor: MJ

Technology

Description
Chambers 116 has numerous technological resources, both instructional and scientific. There are three projectors in the room. The first projector is an LCD that projects onto a smart board; the second is mounted onto the ceiling and faces the front of the room where there is a pull-down screen to capture the image; and the third is an overhead projector that has been placed beside the smart board. The room also has a portable television with two VCRs attached to it. The input for the ceiling projector is tucked away in the front of the room where both a PC or Mac laptop can be connected. The room is also replete with technology for scientific investigation or inquiry. There are microscopes, buckets full of robotics, and a diverse array of electronic cables, parts, and mechanisms with which students and instructors can experiment. There are three eyewash stations in different corners of the room and emergency chemical showers. The room is fully wifi capable.

Impact on Learning and Teaching
The room seems to have full capacity to project images of all kinds -- videotapes, DVDs, youtube videos, transparencies-- however, depending upon the instructor or student use of the ceiling-mounted projector or the smart board projector, the focal point of instruction can be at the front or back of the room. There is a MacBook plugged into the projection system for the ceiling mounted projector and not the smartboard, so we might infer that images or often projected to the front. The abundance of scientific technology (robotics, microscopes) seems to allow all students in the class or, at least, in small groups, to manipulate, experiment, observe, and create using hands-on learning and instruction. Since the room is wifi capable, students can easily bring in their own devices into the room for use. However, since the electric plugs are located on the walls far from the reach of the tables (and there were not visible extensions or surge protectors), students may have difficulty retaining power for an extended period if they use their computers heavily.

Ideas for Future/Improvements
Run electrical energy into the tables or, at least, have plenty of extension cables that allow for power to be accessed on the lab tables. Put the ceiling-mounted projector input in a location where the instructor or students can access it easily and have a waist-level, convenient place to put their device. Perhaps install two more ceiling-mounted projectors that can project an image onto screens in two other walls or spots in the room as to allow students to access the information regardless of where they sit. Consider putting projector input devices (such as pucks) in the lab tables to students have the ability to project their own computers, as well. Connect a detachable video adapter for Macs/Ipads/IPhones with a chord [aka not a dongle] to accommodate the projector of multiple devices.
Team contributor: Roi

Unexpected Phenomena

Description
While seating is already described above as crammed, the tables also contain a wide bar that makes the act of sitting extremely uncomfortable. Each of the tabletops displays a group of measurement references (a plotting grid, ruler, etc.). However, a conversation with an instructor that currently teaches in the room (and was once a student in the room) revealed that she had never experienced a class in which these tools were actually used.

The massive amount of storage space, both used and unused, provide an unexpected facet of this classroom.

Another interesting aspect of the room is the positioning of test-tube drying racks above the sink. A sticker gives notice that chemicals may not be discharged into the drain below.

Impact on Learning and Teaching
If students are physically uncomfortable, how can an instructor expect their full mental attention? The main reason why the tables seem to have been selected are the tabletop diagrams that don't seem to be used anyway.

The amount of vacant shelving takes up space (particularly in front of the windows) and makes the room seem crowded. Existentially, one could view the emptiness of shelves as a reflection of the content being discussed.

A disconnect between the desired and actual function of the space does not bode well for instructing future science educators. Logically, one could not place a drying rack for test tubes in a chemical-free area.

Ideas for Future/Improvements
A more ergodynamic seating solution is necessary. Chairs and tables should accommodate a range of body types. Tabletops no longer need standardized measurements as calculators and computers seem to occupy the same function.

Shelving should be consolidated. As mentioned previously, an area next door provides storage space.

What does need to be housed in the room (like test tubes) should be placed in an accommodating and logical area.
Team contributor: Laura