2015annualreport - rutgers university · available at ... based version of the podium that is...

2015AnnualReport

Rutgers, The State University of New Jersey

Available at http://dcs.rutgers.edu/2015-annual-report

Organization Chart ............................................................2

2015 Vision, Mission, & Values Statement ........................3

2015 Functions & Responsibilities Summary ....................5

2015 Accomplishments .....................................................7

2015 Issues & Challenges ................................................12

2016 Goals & Objectives ..................................................12

Classroom Matrix ..............................................................14

Digital Classroom Services • 1

Table of Contents

Organization Chart

Support Specialists & Sr. Support Specialists

Type 4s and 5s

Associate Director for Technical Services & Operations

Matthew Wilk

Associate Director for Faculty Training & Outreach

David Wyrtzen

Instructional Technology Supervisor

(Busch)

Wilson Contreras

Instructional Technology Supervisor(College Ave)

James Kizhnerman

Instructional Technology Supervisor

(Cook/Douglass)

Dan Bello

Instructional Technology Supervisor(Livingston)

Patrick Auletto

Project Engineer

(Busch)

Donald Weber

System Engineer

(College Ave)

Wayne Hungridge

Tech. Support Specialist

Type 4

Project Engineer

(Cook/Douglass)

Steven Smith

Project Engineer(Livingston)

Tim Van Woeart

Sr. Support Specialist

Type 4

2 • Digital Classroom Services

Help Desk Supervisor

(Daytime)

Dan Scheiman

Help Desk Supervisor

(Evening)

Michael Bowker


Vision StatementAll Rutgers-New Brunswick students will be afforded the opportunity to learn in state-of-the-art technology-enhanced classrooms that support a wide variety of learning styles. Faculty will be provided with teaching technology and methods that enable them to effectively communicate and engage their class.

Mission StatementDigital Classroom Services is committed to designing, creating, and supporting technology-enhanced learning environ-ments. We design technology solutions that are at the forefront of emerging trends in classroom design and responsive to the unique needs of Rutgers-New Brunswick faculty. We train faculty to use these tools, expose them to new technolo-gy-aided teaching methods, and support the daily use of classroom technology.

Core Values

2015 Vision, Mission, & Values Statement››

ExcellenceExcellence will be our standard in all we do, from the classroom technol-ogy we offer to the training tools, daily support, and other services we provide.

ProfessionalismIn order to convey our seriousness and devotion to our mission, we will conduct ourselves professionally in how we work with fellow Rutgers staff and interact and build relationships with faculty.

Faculty EngagementBeyond responding to requests for assistance, we proactively reach out to faculty to expose them to new teaching tools and learn about their teaching needs. Rather than dictat-ing technology design, we work with faculty to make our design responsive to their teaching needs.

Consistent and Intuitive DesignDCS technology utilizes a consistent user experience so that instructors who use one classroom’s technology

will have familiarity with all our classrooms’ technology. We adhere to a streamlined and intuitive design aesthetic so that instructors can focus on teaching.

InnovationWe develop new teaching tools and new methods of support to make Rutgers a leader in classroom tech-nology. We work with our colleagues at other institutions to develop and collaborate on projects that help use classroom technology to meet the challenges of higher education in the Twenty First Century.

Excellent Customer ServiceRutgers-New Brunswick is a big, complicated place. In order to help the community overcome the chal-lenges of getting help at such a large university, we strive to provide excel-lent user support by being helpful and professional in our interactions, by following up on all requests for sup-port, and by providing status updates to our users. When we are not in a

position to help, we connect users with other Rutgers resources that are. Mentoring and Developing Student Workers We work closely with our student employees to teach them to be con-scientious, responsible, and attentive employees. We model a professional, nurturing, and rewarding workplace.

Smart Operating PracticesWe continuously assess our op-eration to ensure we are working intelligently, efficiently, and as good stewards of university resources.

Evan Finkelstein, a DCS Support Specialists, was chosen as one of Rutgers’ Top Ten Student Employees by the Student Employment Office.

253

2,330Support

25

130

36

227

26

55

classrooms supported by DCS

requests for support answered

classrooms added to DCS since 2012

equipment deliveries performed

buildings across the Rutgers-New Brunswick campuses

faculty consultation sessions conducted

of these classrooms are brand-new learning spaces

equipment loans provided


2015 By the Numbers Classrooms

Classroom Technology

Classroom UpgradesDCS regularly researches, designs, and installs new classroom technology so that Rutgers faculty and students have access to state-of-the-art teaching tools. In doing so, DCS creates a consistent user experience and evenly distributes upgrades across the New Brunswick campuses.

Maintenance of Existing Classroom TechnologyTo ensure a high level experience for faculty in all our classrooms, DCS continuously maintains existing equipment through regular testing, cleaning, and repairs. Equipment is regularly “refreshed” so that older equipment does not become outdated.

Provision of Additional Instructional TechnologyTo accommodate the specific needs of instructors and to encourage new technology-aided teaching methods, instructors are also connected with technology that is not permanently available in classrooms. DCS supports the use of emerging tools such as video conferencing and lecture capture, while providing portable equipment such as wireless presenters, web cameras, iClicker bases, and portable projectors.

User Support

Daily User SupportDCS ensures that anyone using its equipment has access to responsive and knowledgeable support. Instruc-tors needing immediate in-class assistance can contact the DCS Help Desk whenever classes are in session. The Help Desk assists instructors over the phone, often fixing issues by remotely logging in to podium computers. On-campus staff provide in-person support in the classroom.

Additional ServicesSupport also includes several ser-vices that help faculty access the technology needed for their class, including equipment deliveries and semester loans.

Training

WorkshopsRegular workshops provide mem-bers of the Rutgers community with hands-on technology training and expose them to new teaching tools.

ConsultationsInstructional Technology Supervi-sors meet with instructors who seek a deeper level of engagement to develop pedagogic skills and create and implement solutions specifically tailored to their courses.

Online TrainingAt dcs.rutgers.edu, faculty can learn about how to use their classroom’s technology and other pedagogic tools by watching instructional videos, us-ing interactive tutorials, reading blog articles, and more.


Left to Right: D. Weber, J. Nelson, D. Bello, J. Kizhnerman, D. Scheiman, P. Auletto, W. Hungridge, S. Smith, M. Wilk,

W. Contreras, M. Bowker, and D. Wyrtzen

2015 Functions & Responsibilities Summary››

93%Technology

Outreach

51

120,082

140

432

75%

of DCS classrooms are equipped with data projection

video conference sessions supported

visits to dcs.rutgers.edu

Digital Classroom Podiums have been installed since the project’s launch in 2012

meetings held in the DCS Training Room

increase in site traffic from 2014


2015 By the Numbers

Classroom Upgrades

2015 Classroom UpgradesDCS’s primary focus since 2012 has been the Digital Classroom Podium project – an effort to standardize general-purpose classrooms with a consistent, state-of-the-art classroom system. The Digital Classroom Podium (DCP) offers faculty the ability to present content from a Mac computer, their own portable device, a Blu-ray player, or a document camera. DCPs utilize a touchscreen monitor user display and connect to a high-definition, widescreen projector offering a bright, detailed image for presentations.

Faculty operate Digital Classroom Podiums by making selections on the Classroom Controller, a Mac application designed and developed in-house. By using software to operate the podium, DCS has eliminated the need for expensive controlling hard-ware. Because it is developed and maintained by Rutgers staff, DCS has been able to improve and modify the controller based on the feedback and experience of our faculty.

The Digital Classroom Podium Project goal is to out-fit all DCS rooms with a version of the Digital Class-

DCF Fliptop Podium

room Podium. In 2015, DCS introduced versions of the DCPs to twenty more classrooms. At the end of the year, one-hundred forty of DCS’s two-hundred fifty three rooms were equipped with a DCP. Digital Classroom Flip-Top As DCS upgrades more rooms with DCPs it has worked to develop versions of the podium for less traditional learning spaces. The first product of this work is the Digital Classroom Flip-Top (DCF), a table based version of the podium that is ideal for seminar and small classrooms. The DCF is housed in the instructor table and utilizes the same touchscreen monitor as the podium, which folds into the table-top when not in use. The DCF enables instructors to present from a Mac computer or their own device and is controlled via a modified version of the Class-room Controller. With the DCF, Digital Classroom Services also introduced wireless presentation to its classrooms. Foregoing the need for connecting via cables and adapters, this new feature allows faculty and students to present images from their laptops, phones, or tablets wirelessly and simultaneously. In addition to providing convenience and the flexibil-ity to present from anywhere in the room, wireless presentation can also be a collaborative tool used to engage students by sharing, discussing, and collab-orating on their work. Non-Classroom Installations As more faculty have used the DCP, interest has grown from departments interested in having DCPs in their own space. To accommodate this demand and further our goal of providing a consistent user experience for Rutgers faculty, DCS began offering to sell podiums to interested departments. In 2015, DCS sold eight podiums to department who are now using them in their classrooms. In an exciting partnership with the Rutgers Learning Centers, DCS designed the technology for a collab-orative learning space in the renovated Livingston Learning Center. A flexible space designed for use by a class or smaller groups – the LLC collaborative room includes large screen projection, breakout monitors, and wireless projection. This space has been well received by students and courses and pro-vides an important stepping stone for DCS’s larger active learning plans. This project also resulted in a successful slim-downed version of the Digital Class-room Podium driven by a Rasberry Pi - credit-card sized computers that run a version of the Classroom Controller used in Digital Classroom Podiums and Flip-Tops.

2015 Accomplishments››


Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016

228 228 230249 249 251 251 253 257

0

27 30

7686

120 127140 149

DCP/DCF Rooms Total ClassroomsDCP/DCF Rooms Total Classrooms

2015 Classroom Technology Upgrades

Campbell Hall

Honors College

Hickman Hall

Lucy Stone Hall B105, B110, B115, B117, B205, B267, B269

210, 211, 212, 213

001

111, 117, 118

212

202, 206, 211

E128, N104, N106, S120, S124, S126

A1, A2, A3, A4, A5

Murray Hall

Ruth Adams Building

Science & Engineering Research Center

School of Communication & Information


Development of Other Instructional TechnologyDCS engagement with teaching technologies extends beyond the equipment we install in classrooms. We also develop technologies that can be used alongside classroom technology to enhance the learning experi-ence of Rutgers students.

Video ConferenceProgress developing and providing different video-conference solutions continued on multiple fronts

in 2015. DCS supported fifty-one video conference sessions. This included the expanded use of video conference by classes in various DCS rooms. Sev-eral courses worked with DCS to bring in remote

guest lectures via video conferencing. Math 623, a graduate math course, was taught entirely remotely – as students in Tillett Hall 232 connected with their professor in New York City.

At the same time, the DCS Training Center has be-come an even greater resource to the Rutgers com-munity. It hosted several video conference-enabled sessions, from committee meetings to dissertations.

Wireless Projection2015 saw the first permanent introduction of wireless technology to DCS classrooms as part of the new Digital Classroom Flip-Top. In these seminar rooms, faculty now have the ability to display content from their laptop or mobile device without needing to be at the system and connected via cables. Instead, they can present from anywhere in the room. This new feature, also allows students to connect wirelessly. The ability to share multiple images at once provides the potential for greater student interaction and col-laboration.

In addition to the wireless capability offered in DCFs, we have also worked with faculty to pilot methods of wireless projection in other rooms, including Barco ClickShare’s “puck” system and by utilizing the wire-less features available on Epson projectors.

Mobility-Enabling TechnologyIn addition to wireless projection, DCS also focused on other tools that enables instructors to present

away from the podium. DCS’s instructional technolo-gists piloted Chrome Remote Desktop as a means to operate the podium from a laptop or mobile device. We offered new semester loan items such as wire-less mice and pads to encourage instructors to move freely around the room. Finally, we piloted Nearpod as a solution for presenting to and polling students on their own mobile devices.

Outreach Workshops In its third year since launching, the DCS Workshop series continues to provide hands-on technical training and exposure to new teaching technologies for the Rutgers community. Twenty-four workshops were held in 2015, including sessions focused on student polling, Keynote, web apps, and video chat. New workshops focused on productivity and collab-oration mobile applications, annotation tools, and clickers. Workshops remain an important way for Rutgers faculty to learn more about the teaching tools available to them and develop relationships with DCS Instructional Technologists.

2nd Annual DCS Showcase & DCS PilotsThe first DCS Showcase was held in 2014. This informal gathering of eighteen people highlighted various ways that Rutgers faculty were using instruc-tional technology to encourage student feedback. In 2015, the scope of the showcase grew. DCS Instructional Technologists selected five types of technology to highlight for faculty and invite them to try them out in their courses. Aligned around the theme of “Unplugging from the Podium,” DCS showcased technologies that enable faculty to step away from the podium and better engage students, including Nearpod polling, wireless presenting, video conferencing, Chrome Remote Desktop, and hand-held devices that allow users to remotely control presentation material. Faculty who had used there tools spoke about their experience. Following these presentations, guests attended breakout sessions where they could learn more about these tools and try them out. Nearly one hundred people registered for this positively received event.


In an effort to capitalize on the momentum from the showcase, “DCS Pilots” was launched in the Fall of 2015. This new program provides a mechanism for faculty to learn about and try new tech-nologies on a pilot basis. Every year, DCS will select a handful of promising classroom technologies. We will then demonstrate them at the showcase on the DCS Pilots web page. Faculty will be invited to use these tools, with support from DCS, and report back on their ex-perience using it over the course of a semester. Successful pilots will become technologies that are regularly provided and supported by DCS. At the following Show-case, DCS and our faculty pilots will share the successful pilots and introduce the coming year’s new pilots. DCS pilots will provide a better channel for connecting faculty who are interested in experimenting with the latest in educational tech.

Active Learning CommunityIn 2016, DCS will introduce the first general-purpose active learning classrooms at Rutgers-New Brunswick. In preparation for these rooms, DCS partnered with Scheduling & Space Management and the Rutgers Learning Centers to launch the Active Learning Community, a group of faculty and staff focused on active learning.

In its current stage, the community has brought together faculty and admin-istrators interested in new active learning spaces to generate ideas for the

design of these new spaces. As these classrooms come online, the community will serve as a working group where colleagues can connect with pedagogic ex-pertise, support, and create and share best practices for active learning techniques.

The community formally kicked off with the Active Learning Community open house on

October 23. At this event, members of the Rutgers community discussed plans for new active learning rooms in Tillett Hall and the new Rutgers Academic Building. Topics covered at the Open House also included potential support programs that would be useful to faculty using active learning rooms, such as Teaching Assistants, Fellows, Peer Mentors, and assessment mechanisms. Af-ter two months of activity, the community has grown to include sixty members.

Dcs.rutgers.eduThe DCS web site is our online platform for sharing information about class-rooms, providing virtual technology training, exposing faculty to trends in teaching, and updating the community on important department news. At the same time, the web page is a great administrative resource for DCS staff. The DCS web page is used by staff to access the inventory database, support ticketing system, user stats, and remote podium access. 2015 saw an expansion in traffic to the page, content offered to our visitors, and support tools available to staff.

DCS’s web presence continued to expand. In 2015, there were 120,082 visits to dcs.rutgers.edu, a 75% increase over the last year. Many


of these users visited some of the 2015 additions to the web site: updated instructional videos demonstrating how to use the Digital Classroom Podium, a new section devoted to Active Learning, a page for users seeking support in

non-DCS spaces, a page highlighting DCS’s pilots programs, and an updated request form designed to combine previous equip-ment and event forms to provide a simpler process. DCS’s Application Develop-er continued to expand the online support tools avail-able to staff by adding the

ability to remotely monitor and control the power of podium computers. Finally, DCS worked with our colleagues at Scheduling & Space Management to aid the launch of their new site. As a result, Scheduling and DCS now share the database of classroom pages available to web visitors, including high-definition panoramas, classroom feature lists, technical specs, and campus maps.

Engagement with the Larger Higher Education CommunityDCS continues to develop collaborations with other institutions of higher learn-ing. Relationships continued to grow with counterparts in the Committee on Institutional Cooperation’s Learning Technologies Group, comprised of other Big Ten units engaged in instructional technology. DCS’s engagement with the Consortium of College and University Media Centers (CCUMC) greatly expand-ed this year as representatives from DCS presented at the annual conference in Pittsburgh. CCUMC members learned about the Digital Classroom Podium project and were invited to collaborate on an expansion of the podium project to their campuses.

Expanded Use of DCS Training CenterThe DCS Training Center serves many purposes. As a training center, it is home to DCS’s workshop series and a place for one-on-one training with Rut-gers faculty. As a pilot space, it is a place where DCS’s Engineers can research

and develop new equipment and podium modifications. As a meeting room, it has continued to grow as a valued resource for the Rutgers com-munity, especially for groups holding technology-enabled meetings. As word has spread, the Training Center hosted nearly four hundred meetings in 2015, including cross-campus committee meetings, dissertations, and regional events.

Improvement of Internal OperationsAs an operation that is always eyeing growth, DCS continuously explore ways to make our daily operations more efficient. In 2015, DCS adopted a new, online scheduling platform to oversee the schedule of our more than forty Support Specialists. The new system, When I Work, has allowed our Supervisory staff to share schedules, receive up to the second changes, and more easily fill and modify shifts at their locations. Similarly, students are now able to instantly pick up and drop shifts and view open shifts, from any device.

A panoramic view of Tillett Hall Room 118, the DCS Training Center.


2015 Issues & Challenges 2016 Goals & Objectives

››

››

Strengthening Coordination of Infrastructure ProjectsThe number of Digital Classroom Podiums installed in 2015 decreased when compared to 2014. Many podium installs include infra-structure work performed by other outside areas. DCS’s plans to install podiums relies on a commitment of finances and work from these units so that we can continue to meet our upgrade schedule.

Creating Models for Department-PartnershipsOffering podiums to departments for use in their own space has highlighted several potential issues. As this project moves for-ward, DCS will need to continue to fine tune what we are able to offer departments, who may purchase them, and what support will be made available.

Active LearningActive Learning will be one of DCS’s biggest initia-tives in 2016. Rutgers-New Brunswick’s first gen-eral-purpose active learning room will be located in Tillett Hall Room 204. Set to open in the spring, this room will include collaborative student tables with access to display monitors and whiteboards. In-structors will utilize a central instructor station from which they can present class materials or share images from student screens.

Tillett 204, which will accommodate fifty-four stu-dents, will serve as a pilot room for the launch of two ninety-seat active learning rooms in the Rutgers Academic Building. Set to open in the Fall of 2016, this classroom building will also include a collabo-rative lecture hall with rows of seating that enable students to turn and face each other.

Throughout the preparations for these rooms, the Active Learning Community will continue to provide

a forum for faculty to learn about and shape how these rooms are designed and used. As courses begin utilizing these spaces, the community will focus on supporting the use of active learning methods through a Boot Camp day at which faculty receive training and ideas for course redesign and regular meet-ings at which faculty share their expe-riences and develop active learning techniques. Working with Scheduling & Space Management and the Rutgers Learning Centers, DCS will also contin-ue to explore the interest and feasibility in various support programs to aid community members.


The Livingston Learning Center collaborative space in Tillett Hall


Maintenance of Aging DCPsThe older DCPs currently in use will turn four years old in 2016. DCS will continue to monitor their performance to determine refresh timeframes for various components.

Continued Outreach to Peer InstitutionsWe will continue to seek partnerships with other institutions of Higher Education interested in using the Digital Classroom Podium. To this end, we will develop tools for prospective partners interested in collaborating.

Lecture CaptureIn 2016, DCS will introduce Kaltura Lecture Capture to its users. This new solution will provide a stream-lined way for faculty to record lectures and share it for future use with students. As DCS partners with faculty to pilot this exciting solution, we will also explore ways to incorporate this technology into the Digital Classroom Podium.

Video ConferenceHaving explored different video conference options for classes and piloted their use over the course of the last two years, DCS will transition this service from a pilot to a regular service offered for users of our spaces.

Improvement of Regular Quality ControlDCS will work to improve its quality control on two fronts. Staff will continue to formalize the process by which recently built podiums are tested and tracked before being deployed. Similarly, we will pilot a new, web-based system for weekly testing of systems in classrooms.

Rutgers Academic BuildingNew Learning SpacesIn addition to its three active learning spaces, the new Rutgers Academic Building will include addition-al “traditional” learning spaces equipped with DCS technology. Among these rooms will be large audito-riums that will be showcase rooms for large courses and events. These rooms will include many advanced features not standard to DCS rooms that will require the Technical Services & Operations staff to skillfully integrate the room design into the podium design.

New College Avenue OfficeThese new spaces will also increase the workload of the College Ave. support staff. To better locate the support team to assist in these new high profile class-rooms, DCS will open a new College Ave Help Desk in the Rutgers Academic Building. As our second Help Desk, this space will welcome College Ave fac-ulty who need assistance or seek one-on-training. To support more than one-hundred spaces that will soon be on College Ave, DCS will also add support staff.

Continuation of Podium DeploymentNow past the half way mark, DCS will continue to work towards upgrading all its rooms with versions of the Digital Classroom Podium. This will include developing additional versions of the podium better suited for small and less traditional spaces. This will also include making improvements to new and ex-isting systems. Among those improvements, include the addition of Blu-ray players to Digital Classroom Flip-Top rooms.

Evolution of Digital Classroom PodiumDCS will also continue developing the next generation of Digital Classroom System. Engineers will explore ways to rethink the document camera, seeking sleek-er solutions that are suitable for web conferencing.

Cook/Douglass Classrooms


Cook/DouglassARH 100ARH 200BT 123BIO 205BL 101CDL 102CDL 103CDL 109CDL 110DAV 122FS AUDFS 101FS 109HSB 106HSB 201HSB 204HSB 206HCK 101HCK 112HCK 113HCK 114HCK 115HCK 117HCK 118HCK 119HCK 122HCK 123HCK 126HCK 127HCK 129HCK 130HCK 131HCK 132HCK 138HCK 201HCK 202HCK 204HCK 205HCK 206HCK 207HCK 209HCK 210HCK 211HCK 213HCK 214HCK 216HCK 218LOR 020LOR 022LOR 024LOR 115RAB 001RAB 104RAB 109ARAB 110ARAB 110BRAB 204RAB 206RAB 207RAB 208RAB 209ARAB 209BTH 101TH 201TH 206WAL 203WAL 210


1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015


Classroom Matrix››

Classroom Matrix


1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015



KEY: Crestron Touchscreen System Digital Classroom Podium PC Podium Pixie Push-Button System SP Push-Button System No System

College Ave Classrooms


College Ave.BH 211CA A1CA A2CA A3CA A4CA A5CI 212ED 025AED 025BFH A1FH A2FH A3FH A4FH A5FH A6FH N1FH B2FH B3FH B4FH B5FH B6HA A1HA A2HA A3HA A4HA A5HA A6HA A7HH B2HH B3HH B4HH B5HH B6MU 111MU 112MU 113MU 114MU 115MU 204MU 207MU 208MU 210MU 211MU 212MU 213MU 301SC 101SC 102SC 103SC 104SC 105SC 106SC 114SC 115SC 116SC 119SC 120SC 121SC 123SC 135SC 201SC 202SC 203SC 204SC 205SC 206SC 207SC 214SC 215SC 216SC 219SC 220SC 221VD 211VH 105ZAM EDRZAM MPR

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015



B1

Classroom Matrix



1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015


LivingstonBE AUDBE 003BE 011BE 013BE 101BE 111BE 119BE 121BE 201BE 213BE 219BE 221BE 250BE 251BE 252BE 253LSH AUDLSH A121LSH A139LSH A140LSH A142LSH A143LSH B105LSH B109LSH B110LSH B111LSH B112LSH B115LSH B116LSH B117LSH B121LSH B123LSH B205LSH B267LSH B269RC 1RC 2RC 3TIL 103ATIL 103BTIL 103CTIL 103DTIL 105TIL 116TIL 123TIL 125TIL 127TIL 204 TIL 207TIL 209TIL 224TIL 226TIL 230TIL 232TIL 242TIL 246TIL 251TIL 252TIL 253TIL 254TIL 257TIL 258TIL 264


Livingston Classrooms


1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015



Classroom Matrix



1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015



Busch Classrooms

BuschARC 103ARC 105ARC 107ARC 108ARC 110ARC 203ARC 204ARC 205ARC 206ARC 207ARC 212ARC 328ARC 333EN B120HLL 009HLL 114HLL 116PH 111PH 115SEC 111SEC 117SEC 118SEC 202SEC 203SEC 204SEC 205SEC 206SEC 207SEC 208SEC 209SEC 210SEC 211SEC 212SEC 216SEC 217SEC 218SEC 220WL AUD

BuschARC 103ARC 105ARC 107ARC 108ARC 110ARC 203ARC 204ARC 205ARC 206ARC 207ARC 212ARC 328ARC 333EN B120HLL 009HLL 114HLL 116PH 111PH 115SEC 111SEC 117SEC 118SEC 202SEC 203SEC 204SEC 205SEC 206SEC 207SEC 208SEC 209SEC 210SEC 211SEC 212SEC 216SEC 217SEC 218SEC 220WL AUD

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015


2015annualreport - rutgers university · available at ... based version of the podium that is...

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