Gary A. Gabriele, Richard M. Heinz Gabriele and Heinz explain the issues, process, and benefits of creating studio classrooms at RPI. Eliminating long lectures and focusing on student discovery, studio classrooms provide the opportunity for hands-on activities, multi-media learning, and interaction between students and faculty, and ultitmately, increase the excitement for learning for the student and instructor.
Charles E. Umbanhowar Jr. At St. Olaf College, connections between the environmental studies program and the outside world occur through a student's course of study in off-campus courses, individual research, and a capstone seminar. Students must complete an experiential component that involves data collection or field work.
Frank Grasso, Peter Lesser, Eleanor Miele, Theodore Raymond Muth, Simon Parsons, Louise Hainline Transforming the undergraduate STEM learning begins with a clear vision grounded firmly in the institutional mission. This statement of mission and vision from Brooklyn College illustrates the power of a driving vision to mobilize a community to dream big about its future, in the context of planning new spaces for science. Brooklyn College is a PKAL Leadership Institution.
J. B. Sharma, Ann C. Smith Referring to Case Study #2, J.B. Sharma and Ann Smith pose the question of whether or not Loon University would benefit from moving towards a technology-rich learning environment.
Phil Crompton “No longer can we separate technology from buildings...” Phil Crompton, a principal at Vantage Technology Consulting Group talks about the rapid advancement of technology and the implications this upward spiral has on student learning. Technology is closely tied to institutions of higher education and in order to best serve students, trends must be monitored, predicting the influence on education. Phil gives us views into the future to provide insight for what institution’s should plan for.
Paul R. Hagner Advances in communication technology allow us to rethink our traditional conception of "learning spaces." Perhaps, however, "allow" is not the correct word to use. These advances, coupled with the Net Generation's embracing of them, actually force us to re-invent learning. This talk discusses these changes, the opportunities they present, and the nagging question of "inevitability."