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Teaching and Learning Spaces Standards Group

Handbook for VIU Campus Community

Dec 12, 2018 Version

of 26 | Handbook for Teaching and Learning Spaces Standards Group | December 12, 2018 Version

Contents

Background .............................................................................................................................................................. 3

Mandate and Scope ................................................................................................................................................. 4

Membership of Group ............................................................................................................................................. 5

Annual Orientation and Meeting Times .................................................................................................................. 6

Summary of Process for Campus Community Members ........................................................................................ 7

Appendix A: Principles for Designing, Updating and Enhancing VIU Teaching and Learning Spaces ..................... 8

Appendix B: Flowchart .......................................................................................................................................... 10

Appendix C: Explanation of Flowchart Symbols .................................................................................................... 11

Appendix D: VIU Standard for Teaching and Learning Spaces .............................................................................. 15

Appendix E: Estimation of Expenses for Requests ................................................................................................ 16

Appendix F: Request Form: Submission Components and Details ....................................................................... 17

Submission Components and Details .................................................................................................................... 17

Appendix G: Criteria for Prioritizing and Funding ................................................................................................. 20

Appendix H: Example of Equipment Listing on Room Bookings ........................................................................... 22

Appendix I: Glossary of Terms ............................................................................................................................... 24

Appendix J: Resources and Reference Material .................................................................................................... 25


Background

The student learning experience is paramount at Vancouver Island University (VIU). Students require rich and

reliable learning environments to learn, explore, communicate and study. VIU’s teaching and learning spaces

(classrooms, labs, lecture theatres etc.) are some of those key learning spaces.

An important predictor of student success is the opportunity for engagement, including meaningful

interactions amongst and between students and instructors (NSSE, Appendix A). Thus, classroom learning

spaces need to facilitate these interactions for optimal student learning. Learning spaces need to support

reflective individual processes, interactive engagement, student collaborative learning activities, as well as

readily adapt to future unknowns. The use of technologies and audio-visual components support more diverse

student learning experiences and approaches by allowing information to be shared or presented in multiple

ways, particularly enabling students to communicate with each other and access resources with their own

devices.

An important component to consider for student learning is the expectation that students can leverage a wide

range of digital learning tools, resources, activities and competencies to undertake their learning journey while

at VIU. Students come to VIU with expectations that they will obtain a well-rounded learning experience that

includes gaining knowledge, skills and applications in how to be successful as an independent and self-directed

learner wherever they may travel, live or work. The student digital learning experience is part of their learning

journey.

VIU needs to attract and retain students who will be able to bring multiple digital devices on campus, leverage

a wide range of digital tools and resources, have assurances of connectivity and engagement, as well as

experience a safe, secure and robust digital learning experience across all campuses.

VIU faculty members also require rich and reliable teaching spaces. They need to enter a classroom learning

environment and have the appropriate technologies, furniture, writing surfaces, lighting and air quality

components suitable for the teaching-learning experience. Faculty members require assurance that classroom

spaces are always in working condition, have the tools and technologies functioning and that their teaching

tools are easily accessible.

The success of student learning is dependent on how well students and faculty members can interact,

communicate and share the experience without unnecessary obstacles and inconveniences.

The success of programs and courses rely on learning spaces that are flexible and can adapt to a variety of class

types, sizes, disciplines and teaching-learning experiences for face-to-face, blended or fully online classes.

Facilities and IT support staff strive to respond to requests, inquiries and issues as best as they can to keep

learning spaces operational for student learning and teaching.

Over the past few years, support staff have experienced an increase in queries and investigations into

classroom space enhancements, upgrades and requests for audio-visual and learning technology components.

Campus community members were approaching audio visual technicians, IT technicians, staff at the Centre for

Innovation and Excellence in Learning and staff in Facilities Services and Campus Development seeking advice

about purchasing new classroom furniture, new technologies, upgrading or enhancing audio visual devices,

adding new learning technologies, etc.

The requests are becoming more frequent, however they come from faculty seeking out best practices,

solutions that will work within VIU’s classroom spaces and a wish to engage in a consultative process. Yet,

there are inefficiencies created by overlapping requests and time spent by various departments on the same

requests, often without each department aware of similar activity.


VIU had no formalized process to manage these sorts of requests. VIU lacked a published set of consistent

standards with regards to requests for classroom upgrades, enhancements or technology installations. This

new group is required to look after an institutional process to make decisions around best practices and

standards for consistency in classroom products, tools and devices we purchase, install and make available in

our learning spaces.

This consistency will assist technicians, support staff and maintenance workers in being able to keep our

classrooms working effectively and ready for student learning. But most of all the consistency will provide

better assurances for faculty that they are teaching in a working classroom and better assurances for students

that their learning journey is being supported.

A consistent set of standards (recommended by campus experts and informed by their knowledge and

experience) and an institutional process for vetting requests, will create efficiencies and ensure students and

faculty have a consistent and reliable teaching-learning experience at VIU.

To manage the increasing requests and start applying a more centralized communication structure, a “Teaching

and Learning Spaces Standards Group” (TALSSG) has been formed to provide a venue for comprehensive

discussions around consistent standards and suggested processes to aid in providing the campus community

with an opportunity to ask questions, engage in a discussion and learn more about their request.

Mandate and Scope

The Teaching and Learning Spaces Standards Group engages in consultations and makes decisions with the

intent to apply best practices and institutional standards for the purchase, adjustment and/or installation of

items to design, update and enhance teaching and learning spaces. *See specifics of mandate below.

Best practices would include standardized products and installation methods, along with common protocols

and processes for equipment and purchasing. Best practices would also include consideration of key principles

for designing, upgrading and enhancing teaching and learning spaces obtained from exemplary research and

other institutions’ experiences. (see Appendices)

The mandate of TALSSG is to provide consistency and standards for classroom and lab upgrades of furniture

(student chairs and tables, instructor station), audio-visual, technology and technology-enhanced learning

tools. This group is a decision-making body to direct campus community members to established processes

and procedures, make recommendations and encourage best practices for products, tools or enhancement

ideas for teaching and learning spaces.

The TALSSG’s decisions are shared publicly on the website. Approved requests follow established work request

process of Facilities Services and Campus Development department or the Information Technology

Department for processing the decision. Return to work accommodations for classroom spaces is not within

the scope of this TALSSG.

Mandate - Teaching and Learning Spaces Include

• Classrooms (including lecture theatres, seminar rooms, learning spaces) • Meeting/Conference Spaces that could have classes use the space (e.g. Royal Arbutus Room, Nanaimo Library

Boardroom, Cowichan Theatre, B355, R211 etc.) • Labs: Science/Computer (only audio visual, IT computer station hardware/software, writing surfaces)

NOT Included in Mandate

• Renovations (e.g., adjusting walls, building new structures) • All Offices, Trades Shops, Informal Meeting Spaces, Library, Cafeteria etc. • Labs: Science/Computer (furniture, software and hardware for computers in labs) • Storage, Shelving and Specialty Items for Classrooms


Membership of Group

Representatives from the following areas would form the core membership of the Teaching and Learning

Spaces Standards Group. In this way, there is comprehensive representation for the common requests of

classroom audio-visual, technology, learning tools, furniture and classroom renovations.

Facilities Services and Campus Development will provide expertise and information about the location in terms

of building components, electrical, mechanical, structural etc. Specifically, the audio-visual technician would

provide expertise in wiring, capability of room for installation of AV components, timing and costs.

The IT Department would provide expertise on technology infrastructure, wiring, feasibility of technology being

obtained and fitting within capability of location etc. The Centre for Innovation and Excellence in Learning will

provide advice and suggestions around pedagogy, learning and teaching. The Health and Safety Services

Department will ensure there is consideration for ergonomics, safety, health and security of enhancements.

The SAG (Space Allocation Group) will ensure there is connectivity between both groups and share related

knowledge and experiences to the process.

Other important members include a representative from Records and Registration, Students, Deans, Faculty

Members and Purchasing who bring valuable viewpoints, experience in the classroom and resources.

Quorum: 6 members from Areas #1-4 (at least one person from each of Area 1, 2, 3 and 4) and 2 members

from Areas # 5-10

Leadership Sponsor: Associate VP, Academic | Administrative Support: Administrative Assistant for the Centre

for Innovation and Excellence in Learning

Membership (10 Areas)

1. Facilities Services and Campus Development Department Director (Co-Chair of Group) Facilities Planner/Developer Audio-Visual Technician

2. Information Technology Services Department

Director (Co-Chair of Group) Client Services Manager Infrastructure Manager IT Support Staff Member

3. Centre for Innovation and Excellence in Learning

Director (Co-Chair of Group) Learning Technologies Application Developer Curriculum, Teaching and Learning Specialist

4. Health and Safety Services Department

Health and Safety Advisor

5. Space Allocation Group (SAG) Member Representative


6. Records and Registration Member Representative

7. Students’ Union

Member Representative(s)

8. Faculty Members 1-3 VIUFA Faculty Members 1-3 BCGEU Faculty Members

9. Finance

Purchasing Representative

10. Decanal Leadership Member Representative

Resource: Office of University Planning and Analysis for classroom space utilization stats etc.

Annual Orientation and Meeting Times

The Teaching and Learning Spaces Standards Group would meet one time per each of VIU’s three semesters at

a published time and location for approximately 2 hours typically from 4:00 – 6:00 pm to accommodate all

schedules. A web conferencing option will be provided for all to join remotely or from other campus locations.

An Orientation and Update meeting will be scheduled at the beginning of each academic year for both new and

existing members to be updated on new processes, products, principles and discuss any new details. Revisions

to documentation will also be considered.

Four scheduled meeting times

New Year Orientation and Update Meeting o Early to Mid-September

Fall Semester Meeting to Hear Requests: Around November 15

o Request Submission Date: By October 15

Spring Semester Meeting to Hear Requests: Around March 15 o Request Submission Date: By February 15

Summer Semester Meeting to Hear Requests: Around May 15

o Request Submission Date: By April 15

Note: These dates do not indicate that implementation happens afterwards. Communication, decision-making

time and possible further consultation may occur after the meeting. Then only if there are suitable resources

(money, time, people, availability of department) will any positive decisions for implementation be considered.

A reminder email will go out to the campus community each semester to share the group’s mandate and

meeting times along with details on submission dates and meeting times.


Summary of Process for Campus Community Members

If a campus community member is considering an enhancement (e.g., new technology to be installed into a

classroom such as a projector, document camera, tablet, computer; upgrade of classroom desks or chairs;

upgrade of blackboard with whiteboard; movement of a screen or projector to another location in a classroom;

renovation of room, etc.) that does OR does not align with VIU’s standards and guidelines (e.g., requesting

something that is outside of VIU’s standards) or there is uncertainty of alignment, the campus community

member must bring forth their request to the Teaching and Learning Spaces Standards Group for consultation

around best practices and standards for implementation.

See Flowchart of Request Process for Designing, Upgrading and Enhancing VIU Teaching and Learning Spaces

Here is the process a campus community member would follow:

1. Website: All details of the Teaching and Learning Spaces Standards Group (TALSSG) will be

published on https://adm.viu.ca/talssg website

2. Flowchart of process, VIU Classroom Standard, Estimation of Expenses, Reference Documents etc.

are published on site for consultation along with Appendix materials.

3. At least FOUR weeks prior to the Meeting of the TALSSG, the campus community member would

send an email to [email protected] to request an opportunity to discuss their needs with group.

4. All emails will be collated and prepared in a summary document by the administrative assistants

and sent out to the membership at least FOUR weeks prior to the meeting. TALSSG members will

come to the meeting with investigations and research completed (e.g., visited the space,

consideration of items, solutions for discussion, issues or concerns etc.).

5. The administrative assistants will organize the agenda for the TALSSG meeting, communicate with

campus community members as to approximately when their request will be heard (e.g., 4:45 –

5:00 pm of the 4:00 – 6:00 pm meeting).

6. Powell River and Cowichan campuses (along with Deep Bay, Milner Gardens, Parksville sites) have

the option to connect via VIUOnline Rooms (Zoom – VIU’s web conference tool) if travel is not

practicable.

7. TALSSG will give approximately 5-10 minutes of discussion time for each request on the agenda. If

the schedule permits, there may be additional time for further discussion.

8. TALSSG will approve, reject or require more information for each request. The process may

continue after the meeting and entail further work. Approval of the request does not mean that

purchase, installation or other movement happens immediately. This may take an additional six to

eight months more to progress through a standard process as outlined.

9. A summary of the TALSSG meeting (items discussed, suggested recommendations, references to

materials etc.) will be published on the web page.

10. All members of the committee would obtain an approved project list of all successful submissions.

It is recognized that the one meeting per semester may take a while for the campus community to adjust to

regarding their timing and purchasing process. If there is an extenuating circumstance that has not allowed the

conversation to fit within the Teaching and Learning Spaces Standards Group’s time lines, the campus

community member is encouraged to send in an email description to the Co-Chairs with their request. It is not

guaranteed, but every effort will be made to see if an email consultation can happen to assist in the situation.

https://adm.viu.ca/talssg

mailto:[email protected]


Appendix A: Principles for Designing, Updating and Enhancing VIU Teaching and Learning Spaces

The National Survey for Student Engagement (NSSE) is a respected indicator of student engagement used by over 1450 universities across North America. Their Engagement Indicators and High-Impact Practices1 (2015) are based upon extensive educational research. The indicators and practices have been adopted as five principles to be considered when designing or enhancing classroom spaces to support student learning. This permits the university to ground decisions about classroom features in research-based principles.

The Principles for Designing, Updating and Enhancing Teaching and Learning Spaces below consider the classroom environment within the context of what is known about students’ learning. These Principles are then translated into specific design features to guide design decisions, such that learning spaces become a physical manifestation of the university’s teaching and learning vision.

1. Academic Challenge

Learning spaces should allow students to actively engage with content and include a range of technologies that support multiple modes of teaching and learning.

2. Learning with Peers

Learning spaces should provide features that permit students to work both individually and in collaboration with one another.

3. Experiences with Faculty

Learning spaces should facilitate communication and interaction between students and faculty.

4. Campus Environment

Learning spaces should be consistent with the university’s culture and priorities as reflected in the campus master plan, follow university design standards, and be designed with future flexibility in mind.

5. High-Impact Practices (HIPs)

Learning spaces exist within a larger campus context; there should be an ease of transition between spaces so as to better support high-impact practices inside and outside the classroom.

1 http://nsse.indiana.edu/pdf/EIs_and_HIPs_2015.pdf

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 2.5 Canada License. Citation: Finkelstein, A., Ferris, J., Winer, L. & Weston, C. (2014). Principles for designing teaching and learning spaces. Montreal: Teaching and Learning Services, McGill University.

http://nsse.indiana.edu/pdf/EIs_and_HIPs_2015.pdf


Chart: Principles for Designing, Updating and Enhancing VIU Teaching and Learning Spaces

Layout Furniture Technologies Acoustics Lighting/Colour Academic Challenge Promote individual, active engagement with content

Work surfaces for notebooks,

laptops, textbooks

Comfortable furniture

Varied furniture to support different

types of tasks and preferences

Access to infrastructure (e.g., printing, power for student laptops) Access to resources (e.g., VIULearn,

internet, virtual labs, specialized software) Multiple sources and screens for

simultaneous display of different learning materials

Acoustic design to avoid

distraction from outside and

inside sources

Appropriate lighting for

individual work Intentional use of colour to

promote focus

Learning With Peers Promote active engagement with one another

Promote face-to-face

communication (e.g., two

rows of students on a tier,

small groups) Individuals can move

about easily Unobstructed sightlines

Flexible seating (e.g., fixed chairs that

rotate, movable tables and chairs, tablet

chairs on wheels) Intentional use of furniture of

different heights and shapes

Shared workspaces (e.g., writable walls,

digital workspace)

Sound zones support multiple

simultaneous conversations Appropriate amplification

available

Different lighting patterns to

support different activities Using coloured carpeting/paint to

define groups’ use of space

Experiences With Faculty Promote interaction and communication

Easy access to all students

(e.g., multiple aisles,

unobstructed sightlines)

Podium doesn’t interfere with sightlines,

movement and interaction, while being

large enough for instructional materials. Flexible furniture to support different

teaching strategies (e.g., movable, variable heights)

Screen sharing Ability to control classroom technologies

away from the podium (e.g., remote mouse, wireless projection)

Sound zones support multiple

simultaneous conversations Appropriate amplification

available

Different lighting patterns to

support multiple types of teaching

tasks Colours distinguish purposes

(e.g., where chairs go, what groups work on what surfaces/with whom)

Campus Environment Promoting high- quality learning spaces across campus

This category relates to the campus environment as a whole. It provides opportunities for supporting students’ learning through consistently high-quality learning spaces through the application of standards and design principles. For example: University standards applied, e.g., classroom and IT standards; accessibility guidelines; recognized sustainability practices, materials and technologies; regulated building operations (e.g., ventilation). Design classrooms for flexible future use where possible Design classrooms, consistent with the principles of Universal Design and Universal Design for Learning, to meet the needs of and be used by all populations using these spaces (e.g., natural light,

sufficient storage, and universal control panels to simplify instructors’ use of equipment in classrooms across campus). Design classrooms to integrate with surrounding space (informal spaces, etc.) All classrooms are thought of within the campus master plan.

High-Impact Practices (HIPs)

Multiple types of campus physical environments are needed to support a variety of High Impact Practices (HIPs).

Ensure availability of, and support for, a diverse range of affordances (both physical and virtual)

to maximize HIPs for student learning.

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 2.5 Canada License. Modified from: Finkelstein, A., Ferris, J., Winer, L. & Weston, C. (2014). Principles for designing teaching and learning spaces. Montreal: Teaching and Learning Services, McGill University.


Appendix B: Flowchart


Appendix C: Explanation of Flowchart Symbols All requests for designing, updating or enhancing a teaching and learning space at VIU will follow this process.

The whole process (from beginning (request) to end (installation) could take anywhere 10-12 months.

Flowchart Item Explanation

Beginning Point: Campus community member has identified a need for designing, updating, or enhancing a teaching and learning space at any of VIU’s campuses, sites or locations. They begin the process.

Decision: This process focuses on a specific mandate to only consider teaching and learning spaces that fall under this list. If the request is not part of this group, the campus community member should talk to their department or Faculty. Teaching and Learning Space Includes • Classrooms (including lecture theatres, seminar rooms, learning spaces) • Meeting/Conference Spaces that could have classes use the space (e.g. Royal

Arbutus Room, Nanaimo Library Boardroom, Cowichan Theatre, B355, R211 etc.) • Labs – Science/Computer (only audio visual, IT computer station which includes

software and hard for the station, writing surfaces) Not Included • Renovations (e.g., adjusting walls, building new structures) • All Offices, Trades Shops, Informal Meeting Spaces, Library, Cafeteria etc. • Science and Computer Labs: Furniture, Software and Hardware for computers other

than the instructor station

Document: Campus community who have a request that falls within the mandate of the group, should consult the documentation of what encompasses the VIU Classroom Standard for teaching and learning spaces. The Estimate of Expenses should also be consulted to ascertain an approximation of the cost for the request.

Document: Campus community members should email [email protected] with any questions or items requiring clarification.

Decision: After consulting the documentation and emailing/talking to any TALSSG members, the request either falls within the VIU Standard for Teaching and Learning Spaces or not. If the request does not fit within the standard, the campus community member needs to submit a request to the group. If request does fit within the standard but there are no funds for undertaking, a request needs to come through the group. If the request fits within the VIU Standard AND there are sufficient monies from a department to fund the request, then the campus community member emails TALSSG

Need Identified for Teaching and Learning Space Design, Update

or Enhancement

Does Need Fall

Under Mandate? *

Consult Documentation for VIU Classroom Standard and Estimate of Expenses

Does Request Fall Within VIU Classroom Standard?

Email [email protected] with Questions




group and follows normal processes for submitting a work request recognizing that the ability to submit and fund the request does not guarantee IT, AV or Facilities being able to undertake request. They require suitable resources, time and prioritization with urgent institutional items to consider first. Tip: Check out the VIU Teaching and Learning Spaces Priority List to see if the space you are considering is already identified and is prioritized.

Email: It is important to keep the Teaching and Learning Spaces Standards Group in the loop with any requests (that fall within the standard and there is sufficient money) so that inventories and the VIU Teaching and Learning Spaces Priority List can be updated and members are made aware of requests in process.

Document: Using the Word Template found online at https://adm.viu.ca/talssg answer all questions as best as you can. Submit at least 4 weeks prior to meeting.

Delay: You will need to wait at least 4 weeks before the meeting for your request to be considered. This gives the members of the Teaching and Learning Spaces Standards Group time to investigate your request and come prepared with thoughts and ideas for next steps. Anytime you can submit requests more than 4 weeks in advance will help the group members.

Process: Campus community members will be scheduled in 10-minute time periods to present their request and ask questions. Then the group will engage in a deliberation to arrive at a decision.

Decision: The TALSSG will decide to approve or not approve the request. If the request is not approved an email will be sent out to explain why. If the request is approved an email will be sent out to explain.

Wait for Next Meeting + Members Need 4 Weeks to Review Request Prior to Meeting

Meeting: 10-minute

Presentations, Deliberations, Discuss New

Tech

Submit Request To Group to Ascertain Need and to Create Priority

Email [email protected] with Details and Plan

Is Request Approved?

Request Needs More Information To Make a Decision

Research and Obtain More Information

Process: If the request requires more information to decide, the group

will pause and conduct more research and obtain more information.

Then a decision will be made.




Stored Data: The VIU Teaching and Learning Spaces Priority List is an list managed by this group outlining the already identified spaces for updating and enhancing. When a request is approved and there exists nor monies, the request will be added. When a request is completed, the priority list will be updated and follow up with the requestor will occur.

Process: IT and Facilities and Campus Development (which includes Audio-Visual department) manage multiple institutional projects to keep our campuses viable and functioning. Upgrading and enhancing classroom space is important for ensuring usable and flexible learning spaces for teachers and students. If your request has come through the Teaching and Learning Spaces Standards Group there has been an opportunity for all key members of these departments to understand your need. It is important to note that regardless if you have money to implement the request or money becomes available, doesn’t mean the request will be done immediately. IT and Facilities will still need to juggle the priorities of the teaching and learning space requests with a multitude of other requests in the queue. Please be patient. Furniture and Whiteboards: Submit a Project Request https://www2.viu.ca/facilities/Facilities_Services/ServiceRequest.asp IT and Audio-Visual: Submit a Ticket through Helpdesk Client Portal https://technology.viu.ca/it-helpdesk-client-portal At this point a unique ticket will be created to track all details and communication. It will be updated throughout the process.

Process 1. Review the Request – A member of the IT, AV or Facilities team will contact you to discuss your intended use of the space and spec out the room to determine the equipment and time needed for upgrading or adding classroom technology or furniture that meets your defined needs. It may typically take a few meetings to gather all the information. Scheduling these meetings may take some time. Please expect this initial process to take up to two months. Sometimes other departments need to be involved which also extends the time this step takes. 2. Design Solution – Based on the requirements gathered in the meetings, the IT, Facilities or AV will put together a proposal that will outline the design, equipment, work required and estimated cost. 3. Quotes and Purchase – Once we have received approval and a cost centre, we will finalize the quotations and create the appropriate requisitions for purchasing. When the requisitions have been authorized, the equipment will be ordered. This can take up to 4 – 6 weeks. 4. Delivery and Processing – Equipment arrives and is processed. Depending on the pieces ordered this can take up to 8 weeks

Add to VIU T+L Spaces Priority

List

Submit Request to Facilities, AV, or IT

per Normal Processes. When

Resources are Available Request will

Update VIU T+L Spaces Priority List

+ Follow Up

Review Request

Design Solution

Quotes + Purchase

Delivery +

Processing

https://www2.viu.ca/facilities/Facilities_Services/ServiceRequest.asp

https://technology.viu.ca/it-helpdesk-client-portal


Process: IT, Facilities and AV can’t install or put in place any new upgrade, enhancement or new items until the teaching and learning space in question is free of bookings. They will make the arrangement to find out when the room is available and book a time to do the installation. All affected parties will be notified before the installation takes place. Do the installation. This could take a month or more depending on room availability and availability of the installers, contractors, Facilities, team members and rooms.

Process: IT, Facilities and AV will do a thorough testing of any equipment that requires testing prior to closing out the request. Once testing is complete, the requestor and any other users will be given a quick training session on how to use the system. The users will be asked to test the system on their own too (this would be for AV and IT items). If furniture or whiteboards there won’t be any need to do much testing. This could take a week or so.

Process: Installation is complete and tested. Items are available for use.

Process: Users will be alerted that the teaching and learning space request is complete. The Teaching and Learning Spaces Standards Group will also be notified.

Process: Update all inventories for AV/IT and Facilities (e.g., updating the ticket and closing it, updating asset management software, update room booking report software etc.)

Process: update VIU Teaching and Learning Priority List. Six to twelve months later follow up with the requestor to see how things are going. This feedback loop will help everyone with improvements in the process.

Termination: End of Process

Determine When Room is Available

and Do Install

Test Item(s)

Available for Use

Notification to Group and Requestor of Completion

Update Inventory for

AV/IT/Facilities

Update VIU T+L Spaces Priority List

+ Follow Up

Request Complete and

In Use


Appendix D: VIU Standard for Teaching and Learning Spaces

This list represents the essential minimum items required for teaching and learning success in a VIU classroom

(regardless of size). Adjustments to the standard for larger spaces (e.g., larger lecture theatres) will be

developed with input from consultation processes.

Furniture

Wheeled tables (enough for capacity of room) – except in lecture theatres

Wheeled chairs (enough for capacity of room) – except in lecture theatres

Writing surfaces

Adjustable height instructor chair

Side table for instructor (to put notes, materials in addition to ‘instructor station’)

Task chair for disability services-supported student

Multi-level lighting (at least two levels of lighting)

Cleaning process for furniture (chairs, tables and writing surfaces)

Audio Visual/Information Technology

Projector

Screen (white, fixed)

Instructor Station (AV cabinet, rack, surface etc.)

o Controller (Accessible by GVE – global viewer enterprise)

o PC installed (with DVD) including the following standard software: (Lyndon to get)

o Laptop connections (HDMI, VGA)

o Internet Wired access for Mobile Device (e.g., laptop)

o Document camera

Speakers

Wi-fi (enough for room capacity and floor/building capacity) through wireless access points (WAP)

Evergreen process for IT/AV equipment


Appendix E: Estimation of Expenses for Requests

To help you prepare for your submission to the Teaching and Learning Spaces Standards Group, here is a list of

estimates of expenses (including cost of item and cost for installation) for common items that fit within and

outside the Standard for a VIU Teaching and Learning Space. Note: This is not a quote! This is only an estimate

to give you a possible ballpark idea of costs. Estimates as of March 2018.

Within the VIU Standard Outside of the VIU Standard Furniture Wheeled Chair (plastic w arms) $190 Wheeled Chair (w/o arms) $170 Wheeled Table (24” X 60”) $300 Whiteboard (4 X 8’) $500

Furniture Please contact Facilities and Campus Development Department for assistance with any costs that may fall outside of the standard equipment list.

Audio-Visual Short throw projector $1500 Long throw projector $1500 Speakers $350 Document Camera $1000 Instructor station $15000

Audio-Visual Please contact AV Department for assistance with any costs that may fall outside of the standard equipment list.

IT Hardware Instructor Station Desktop $1200 Classroom Desktop $1000 Monitor 22” $220 Monitor 24” $250 Estimated timeline for IT hardware is 27 – 70 days from ticket creation to installation

IT Hardware Please contact IT Department for assistance with any costs that may fall outside of the standard equipment list.

IT Software The classroom standard software applies only to the instructor station and will include the current configuration for a base installation.

IT Software Please contact IT Department for assistance with any costs that may fall outside of the standard equipment list.


Appendix F: Request Form: Submission Components and Details Submission Components and Details

Using one form per classroom to complete your responses to the questions. If possible, please also include

photos of the room for assessment. Submit at least 4 weeks or more before the next Teaching and Learning

Spaces Standards Group Meeting via [email protected]. See https://adm.viu.ca/talssg for Handbook resources.

1. Identification Details

Name Click here to enter text.

Department/Faculty Click here to enter text.

Name of Supervisor Who Is Aware of Request? Click here to enter text.

2. Classroom/Room Location

Room Number, Building Click here to enter text.

Description of Room Click here to enter text.

3. Classroom/Room History

Briefly describe the classroom and its history. If known: How long has it been since this classroom last received an upgrade in technology, furniture, resources etc.?

Click here to enter text.

4. Description of Needs

What classroom enhancements, redesigns, technologies are you requesting? Describe the ‘what’ – what would you like to change, add, enhance, adjust?


5. Priority of Needs

If more than one item requested for enhancing the classroom, please rank each item in terms of higher to lower in terms of priority. An explanation for each ranking would be helpful.





6. Financial Estimations

Looking over the Estimation of Expenses for Request (Appendix E, TALSSG Handbook), outline what possible costs this request may entail. This is just to give the committee/you an approximate cost. No specifics or quotes are required at this point.


If applicable: What department/area is supplying the funds to undertake this enhancement? How much money is available for this enhancement?


7. Program and Student Impact

How many programs will the proposed changes benefit? Click here to enter text.

Names of programs benefitting? Click here to enter text.

How many students might be impacted by this change? Click here to enter text.

Will any groups be negatively impacted? Click here to enter text.

8. Student Learning and Instructor Readiness

What new or enhanced approaches to student learning will the proposed change accommodate?


To what degree are instructors comfortable in using any proposed technologies or audio-visual enhancements? Do they have the competencies or has training been designed?


9. Comfort

How will student comfort be impacted by the proposed changes? Will the changes allow a variety of postures (sitting and standing)? Will the space be accessible for those in wheelchairs?



10. Flexibility

How will the design increase the flexibility of the teaching and learning space? Will there be other configurations possible for other classes, students, or faculty members who use the space?


11. Breadth of Use

What is the anticipated breadth of use of the new AV equipment, IT resource and/or furniture?


12. Questions

What questions do you want to ask? Click here to enter text.

----end


Appendix G: Criteria for Prioritizing and Funding The Teaching and Learning Spaces Standards Group will apply the following criteria to their decisions of

determining whether a request is approved or not approved.

1. VIU Standard for Teaching and Learning Spaces

Requests fall under one of two areas: Within or Outside of the VIU Standard for Teaching and Learning

Spaces. The priority is on those that fall WITHIN the Standard. Items that fall outside of the Classroom

Standard will be considered but may possibly be lower in priority if approved by the Group.

2. Principles for Designing, Updating and Enhancing Teaching and Learning Spaces

The extent to which the request addresses the Principles for Designing, Updating and Enhancing

Teaching and Learning Spaces (See Appendix A)

3. Safety, Comfort, Privacy and Access for Teaching and Learning

If the request addresses an issue of urgency or need related to safety, comfort, privacy or access for teaching and learning, the group will consider any requests that relate to these elements.

4. Institutional Priority

VIU has priorities for teaching and learning as outlined in the Academic Plan. VIU has priorities for

other institutional functions and directions as outlined in other VIU plans (e.g., Campus Master Plan,

SRCA Plan, Library Plan) Institutional priorities are respected when prioritizing requests.

5. Faculty/Department Priority

Faculties have priorities for teaching and learning offerings. Faculties may have a strategic plan. Faculty

priorities are respected when prioritizing requests.

6. Room Use and Impact

With data from Office of University Planning and Analysis on room capacity percentages, consideration

will be given to rooms that are more heavily used (or could see a possible increase) and/or that serve

multiple Faculties.

7. Room Readiness

This is related to the state of the room with respect to how ready it is for implementing the

enhancements. Facilities and IT will have knowledge about what is behind the walls and in the ceilings

to determine how ready the room is for any enhancements that require wiring.

8. Instructor Readiness for Enhancements

This is related to the state of instructor/faculty member readiness to use the new technologies, AV

components, instructor station items etc. If there is new learning to take place for instructors/faculty

members, then a training and education plan should be considered.


Prioritization Scale: For Requests Submitted to Teaching and Learning Spaces Standards Group

Criteria Not Supported Low Priority Medium Priority High Priority All or almost all the

descriptions in this priority rating are applicable to the request. The request is not placed on the priority list.

All or almost all the descriptions in this priority rating are applicable to the request. The request is valid but a low priority.

All or almost all the descriptions in this priority rating are applicable to the request. The request is important but isn’t as urgent as a high priority one.

All or almost all the descriptions in this priority rating are applicable to the request. The request is a high priority for implementing when funds become available.

VIU Standard for Teaching and Learning Space Furniture | AV/IT

Does not fit within VIU’s standard for teaching and learning spaces.

Does not fit within VIU’s standard for teaching and learning spaces.

Fits within VIU’s standard for teaching and learning spaces.

Fits within VIU’s standard for teaching and learning spaces.

NSSE Principles for Designing, Updating and Enhancing Spaces Academic Challenge | Learning with Peers

| Experiences with Faculty | Campus Environment | High Impact Practices

Does not meet any of the 5 NSSE principles for learning space design.

Meets some of the 5 NSSE principles for learning space design.

Meets most of the 5 NSSE principles for learning space design.

Meets most to all of the 5 NSSE principles for learning space design.

Safety, Comfort, Privacy and Access for Teaching and Learning Need(s) identified related to safety of

students/faculty, comfort of students/faculty, privacy or access for teaching and learning

The request does not have a safety, comfort, privacy or access component.

The request addresses a safety, comfort, privacy or access issue that isn’t currently urgent or significantly important.

The request addresses an important safety, comfort, privacy or access. The need isn’t of an urgent nature but is still very important for teaching and learning.

The request addresses an urgent safety, comfort, privacy or access issue or a combination of many issues with the space.

Institutional Priority Degree of alignment with Academic Plan

or other institutional integrated plans

The request doesn’t address any institutional priority.

The request somewhat addresses an institutional priority.

The request mostly addresses an institutional priority.

The request addresses an institutional priority or several priorities.

Faculty/Department Priority Degree of alignment with priorities within

areas across Faculties or Departments

The request doesn’t address any Faculty or department priority.

The request somewhat addresses a Faculty or department priority.

The request mostly addresses a Faculty or department priority.

The request addresses a Faculty or department priority or several priorities.

Room Use and Impact Using data from OUPA on room booking

usage and pedagogical needs, number of students served with change

The request will not create improved usage or impact student needs.

The request may improve usage and may impact a lower number of students than other requests.

The request will improve usage but not to the extent or student impact that other requests may provide.

The request will significantly improve usage of the teaching and learning space serving more students.

Room Readiness Readiness of room, state of infrastructure

The room is not ready for any enhancements; significant barriers exist

Assessment is needed to determine readiness of room

Assessment is needed to determine readiness of room, investigate any issues

Room is ready for upgrading / enhancement, no barriers are evident at this time

Instructor Readiness for Enhancements Readiness of faculty and staff to use new

technologies | Training and education

A training and education plan is required to assist instructors in learning new technologies and AV

All instructors may not be ready to use new technologies, training needs to be developed

Instructors are mostly ready to use new technologies, training may be in place or needing to be developed

Instructors are ready to use any new technologies/AV components, training in place for additional learning


Appendix H: Example of Equipment Listing on Room Bookings

Improvements have been made to Room Bookings to show more detail about what is in a teaching and

learning space.

Steps: Choose your room and click on Look up Room Bookings

You will get a listing of the room set up – capacity, furniture, room technology, etc. You can also click on Show

Room Technology to get a full list of equipment in the room


This screen shot sows the more fulsome listing of room technology components if you click on “Show Room

Technology” button.


Appendix I: Glossary of Terms

Under Construction: Please email [email protected] with any terms you feel are missing from this Glossary

Controller: This is the method by which choices are made for displaying the visual and audio components of a

presentation. In some rooms this may be done by a remote and in other rooms this might be done by a device

with buttons for choosing various input and output options, volume, connections etc.

Instructor Station: This refers to the collection of IT and AV devices in a teaching and learning space that are

often aggregated together into one area. Most often this includes a computer, monitor, cables and controls for

volume, display etc.

Global Viewer Enterprise (GVE) – is a server tool that allows for management (monitor and control) nearly

any audio-visual devices across the campus.

Requestor: This refers to any campus community member who submits a request to design, update or

enhance a teaching and learning space at any VIU campus or location.

Teaching and Learning Spaces: Include classrooms (including lecture theatres, seminar rooms, learning

spaces), meeting and conference spaces (e.g., Royal Arbutus Room, Nanaimo Library Boardroom, Cowichan

Theatre etc.). Computer and science labs are included in the mandate of this group but only about enhancing

the audio-visual components (projector/speakers), IT computer station and writing surfaces (whiteboards).

VIU T+L (Teaching and Learning) Spaces Priority List: This refers to a list the Teaching and Learning Spaces

Standards Group manages, updates and shares on its website outlining which spaces have been approved for

updating and enhancing. The list is displayed in a most urgent to least urgent priority organization.



Appendix J: Resources and Reference Material The following list is a small collection of noteworthy documents, websites and resources from exemplary

institutions, organizations and research bodies on the topic of learning space design.

1. McGill University Active Learning Classrooms (ALCs) https://www.mcgill.ca/tls/spaces/alc Principles and Standards for Designing Teaching and Learning Spaces

https://www.mcgill.ca/tls/spaces/principles Publication: Research-Informed Principles for (Re)designing Teaching and Learning Spaces

http://libjournal.uncg.edu/jls/article/view/1213/909 Teaching and Learning Spaces Working Group https://www.mcgill.ca/tls/spaces/tlswg Active Learning Spaces Document

https://www.mcgill.ca/tls/files/tls/principles_for_the_design_of_teaching_and_learning_spaces_2014_f.pdf

Process for Prioritizing and Funding https://www.mcgill.ca/tls/spaces/tlswg/process Scope of reference for the Working Group https://www.mcgill.ca/tls/spaces/tlswg

2. Queen’s University

Active Learning Classrooms http://queensu.ca/activelearningspaces/

3. Western University Western Active Learning Space http://www.uwo.ca/wals/

4. The University of British Columbia

Learning Spaces Website - https://learningspaces.ubc.ca/ Department of Facilities Planning and Infrastructure Development for use of the Learning Space Design

Guidelines https://learningspaces.ubc.ca/learning-spaces-design-guidelines

5. Carleton University Active Learning Spaces https://carleton.ca/learningspaces/

6. Educause – IT Professionals in Higher Education

Technology enhanced classrooms articles http://www.educause.edu/library/technology-enhanced-classrooms

Beyond Active Learning: Transformation of the Learning Space http://er.educause.edu/articles/2015/6/beyond-active-learning-transformation-of-the-learning-space

7. University Affairs Article Classrooms are getting a makeover to accommodate new forms of teaching

https://www.universityaffairs.ca/features/feature-article/student-centred-active-learning-gaining-popularity/

8. Higher Education Quality Council of Ontario Measuring Student Success and Satisfaction in Technology-Enhanced Learning Studio

environments http://www.heqco.ca/SiteCollectionDocuments/HEQCO_Elliott_Lambton.pdf

9. Journal on Learning Spaces http://libjournal.uncg.edu/jls/article/view/344/286

https://www.mcgill.ca/tls/spaces/alc

https://www.mcgill.ca/tls/spaces/principles

http://libjournal.uncg.edu/jls/article/view/1213/909

https://www.mcgill.ca/tls/spaces/tlswg



https://www.mcgill.ca/tls/spaces/tlswg/process

https://www.mcgill.ca/tls/spaces/tlswg

http://queensu.ca/activelearningspaces/

http://www.uwo.ca/wals/

https://learningspaces.ubc.ca/

https://learningspaces.ubc.ca/learning-spaces-design-guidelines

https://carleton.ca/learningspaces/

http://www.educause.edu/library/technology-enhanced-classrooms

http://www.educause.edu/library/technology-enhanced-classrooms

http://er.educause.edu/articles/2015/6/beyond-active-learning-transformation-of-the-learning-space



http://www.heqco.ca/SiteCollectionDocuments/HEQCO_Elliott_Lambton.pdf

http://libjournal.uncg.edu/jls/article/view/344/286


10. Summary report from University Minnesota http://www.classroom.umn.edu/projects/alc_report_final.pdf

11. Scale Up – Student Centered Active Learning Environment with Upside down pedagogies

http://scaleup.ncsu.edu/

http://www.classroom.umn.edu/projects/alc_report_final.pdf

http://scaleup.ncsu.edu/