How to Manage Your Classroom and Study Space in the Twin Cities

Transcription

1 Office of Classroom Management 212 Annual Report Office of Classroom Management Academic Support Resources Office of Undergraduate Education

2 Office of Classroom Management 212 Annual Report Welcome to our second annual report, an account of how well we met our charge during the past year. I also want to highlight a few initiatives that we expect will influence decision making and services in the Office of Classroom Management (OCM) through the next year and beyond: 1) Academic Scheduling and Calendaring Solution OCM requested proposals to implement a web-based academic scheduling and calendaring solution that is robust enough for a large, multicampus university. The winning respondent will be the most advantageous to the University, and it will be selected to implement a solution for fall 213 academic scheduling. 2) Engaging faculty and students more deeply In order for OCM to fulfill its mission, we must continue to build and establish trusting partnerships with individuals and departments across the institution. We must find ways to work together to further advance support for teaching and learning and to improve the user experience within learning environments. 3) Investing in study spaces The work required to maintain, upgrade, and innovate these spaces may be limited by budget to a refresh model, with spaces receiving minimal care required to support their use. However, OCM will explore different models and partnerships that may allow us to increase our investment. I hope you find this report useful in demonstrating OCM s commitment to developing and supporting exceptional learning environments. However, the annual report is not intended to be a one-sided conversation. We would like to know the following: How did we do during ? Where do you think we should go from here? What will the next two years bring? We ask you to be a part of the answers and solutions. Whether you are a student, staff member, faculty member, an alumnus, or a donor, we hope you will join us in our vision to support teaching and learning excellence by providing and managing high quality learning environments. Charts/graphs Table of Contents OCM s functions Introduction Demographics Number of classrooms by capacity Study space square footage Square footage & recurring funding Collaboration & engagement Student Rating of Teaching survey General purpose classroom satisfaction & planning survey Physical attributes Presentation technology General purpose classroom overall Hotline support requests General purpose classroom utilization Time utilization Minneapolis classrooms in use by minute St. Paul classrooms in use by minute Accuracy of scheduling input by departments Non-conforming course sections Class distributions across the week Projected vs. actual enrollment Unplaced course sections count General purpose classrooms/study space inspections & readiness Number of classroom/study space inspections Percentage of classrooms ready for the first class Breakdown of Classroom Technical Services sales Jeremy Todd Director, Office of Classroom Management 13 Mission and vision

3 OCM s functions Scheduling Course Guide and Class Schedule Inventory requirements General purpose classroom utilization data Operations, maintenance, & project coordination Learning environment standards and performance monitoring Capital planning Physical design and planning Student study space Classroom support Instructor support (e.g., Classroom Hotline) Problem response, resolution, and evaluation Budgets Lifecycles Classroom Technical Services (ISO) Tech standards Design Installation Maintenance OCM Annual Report

4 Introduction OCM is designated by charter as the advocate and managing agent for the Provost s general purpose classrooms and student study space. This annual report continues the positive work and metrics provided in the four previous Balanced Scorecard reports. OCM provides specialized learning environment expertise, with an academically focused perspective on classroom teaching and learning, to other University units. This allows OCM to leverage information and to function as the primary subject matter resource for all classroom and study spaces. During the 212 fiscal year, OCM has successfully: Upheld its charge to serve as the single point of contact for general purpose learning environments on the Twin Cities campus. OCM used students in its plans for renovating student study space by incorporating the ideas of interior design students into furniture and fixture updates in several student study spaces. Renovated or upgraded many general purpose classrooms. Detailed project information is available on the OCM website, but here are a few classroom projects completed: Waypoints student study space: Skok Hall B5, the former Forestry Library, was renovated and converted into student study space. The new space has 15 seats, including lounge seating and group tables. Additional seating was installed in the Willey Hall atrium, increasing the capacity from 81 to 139 seats. Vincent: classroom 16, seats 152 students, was renovated with new fixed furniture and light fixtures. Keller Hall: classrooms 3-111, 115 and 125 were renovated, with new carpet, acoustic wall panels, ceiling tiles, light fixtures, and furniture. Technology renewal: As part of OCM s commitment to providing instructional technology in general purpose classrooms, OCM updated classroom equipment in more than 5 rooms. The project is expected to minimize breakdowns and maintain the functionality of the classroom s technology system. The annual report informs stakeholders and the University community of the performance of general purpose classrooms and study spaces in 54 buildings on the Twin Cities campus. This report, along with the information in the OCM website, is part of the effort to continue dialogue with the University community regarding its general purpose classroom and study space resources. If you have questions or would like to meet with an OCM representative to discuss any general purpose classroom issue, please us at classrm@umn.edu or call OCM Annual Report

5 Demographics Number of general purpose classrooms by capacity Classroom capacity in number of seats 4+ St. Paul West Bank East Bank Number of classrooms Study space square footage Twin CIties campus locations St. Paul West Bank East Bank 411 seats 546 seats 431 seats 3, 6, 9, 12, 15, Square feet of study space OCM Annual Report

6 Square footage & recurring funding Square footage of classroom and study space Classroom Space Study Space OCM is doing a great job with very limited resources. I appreciate the constant support and quick turnaround time! 34, 34, 355,8 26, ,33 29, ,614 34, ,71 Recurring funding by fiscal year Total square feet Amount of recurring funding $3,71,198 $4,325,53 $4,221,824 $3,63,551 $3,48,664 $2,648,13 FY 27 FY 28 FY 29 FY 21 FY 211 FY 212 Square feet of classroom and study space by fiscal year General purpose classrooms (along with AHC classrooms) are discretely funded in the budget model in the General Purpose Cost Pool, separate from student services or other cost pool requirements. General purpose classroom recurring requirements are documented in a detailed comprehensive lifecycle model. OCM manages $21.1 million of classroom furniture, fixtures, and equipment and $8.3 million of classroom technology. In addition to classroom responsibilities, OCM has been assigned the management and maintenance of over 29, square feet of student study space. These study spaces represent an additional $1 million in OCM-managed assets. In January 212, OCM received one-time FY 27 FY 28 FY 29 FY 21 FY 211 FY 212 Fiscal year funding for the update of multiple study spaces on the St. Paul campus but has not received funding for recurring maintenance and renewal requirements. The square footage and recurring funding chart highlights recent challenges. Recurring operational funding levels rose to 79% of requirements in FY8, then fell to 39% after budget cuts in FY9, 1, and 12. Concurrently, the amount of managed learning space grew with new buildings and the addition of student study space. Because of low funding levels and increased demand for resources, faculty and students will be required to use facilities and technologies that have outlived their planned lifespan; this will degrade the learning experience OCM Annual Report

7 Collaboration & engagement OCM staff are engaged throughout the campus community and collaborate with departments and others to support the instruction and outreach missions. The following chart was created to reflect these dynamic and wide-ranging efforts. Initiative Description Other campus department or external groups Revise class scheduling policy GPS Waypoints (general purpose student study space) Provide and support laptops for student use in Active Learning Classrooms (ALCs) Install lighting occupancy sensors in classrooms Revise the class scheduling policy to add new meeting patterns to standard class meeting times and require colleges to distribute enrollments and classes throughout the day and week. Develop and manage previously unmanaged study space, represent the space to key stakeholders, and build partnerships. Promote study space to students by adding them to campus maps and showcasing them during Welcome Week. Provide mobile wireless computing carts for instructors to enhance their instruction in Science Teaching & Student Services ALCs. The carts provide one laptop for each group of three students and have wireless Internet access. Reduced energy consumption for a savings of $1, annually by installing occupancy sensors in 88 classrooms. College of Liberal Arts, College of Science & Engineering, College of Biological Sciences, College of Food, Agricultural and Natural Resource Sciences, College of Design, College of Education & Human Development College of Liberal Arts, University Libraries, University Dining Services, Orientation and First-Year Programs, University Services Office of Information Technology, College of Biological Sciences, College of Education & Human Development Energy Management Focus weekend classroom usage to fewer buildings Schedule HVAC to classroom usage CLA class capture ipad project Video conferencing In an effort to provide better service, improve security, reduce energy use, and reduce operational costs, the number of classroom buildings open on Saturdays was reduced from 52 to 11 and hours of availability were extended from 8 a.m.-1 p.m. to 8 a.m.-4 p.m. With Energy Management, develop new reports using course/event scheduling software, allowing Energy Management to tighten classroom fan schedules to match actual use. This initiative will reduce general purpose classroom energy demand and costs. Add capture equipment to record psychology lectures. Required integration with classroom audio system and remote operation. Provide support and consultation for the ipad project, which seeks to discover how use of such devices will alter student learning behavior and how classrooms are structured. ipads were incorporated into all College of Education and Human Development first-year courses. Add enterprise-level video conferencing capability to Humphrey Center 25, allowing courses to connect to the Learning Network of Minnesota and other connection points. Facilities Management Energy Management College of Liberal Arts College of Education and Human Development, Office of Informational Technology Office of Information Technology, Humphrey School of Public Affairs OCM Annual Report

8 Student Rating of Teaching survey How would you rate the physical environment in which you take this class, especially the classroom facilities, including your ability to see, hear, concentrate, and participate? Scale from 1 to 7 1 = poor 4 = satisfactory = exceptional th percentile 25th percentile I think OCM rocks! Seriously, you all have helped me so many times. I wish the rest of the teaching folks realized what a great resource you are. Average Rating F 99 S F S 1 F 1 S 2 F 2 S 3 F 3 S 4 F 4 S 5 F 5 S 6 F 6 S 7 F 7 S 8 F 8 S 9 F 9 S 1 F 1 S 11 F 11 S 12 SRT* The Student Rating of Teaching (SRT) survey is administered by the Office of Measurement Services and asks students to assess instructional performance and the physical environment of their class. Over the past decade, OCM improved classrooms by adding projection capability, updating and improving student furniture, and renovating classrooms. Students have taken note of improvements and scored classrooms consistently higher through the years. Typically, new or recently renovated classrooms score higher than classrooms that have not been recently renovated. * In the spring of 28, the Office of Measurement Services converted the Student Evaluation of Teaching survey (SET) to the Student Rating of Teaching survey (SRT). The classroom environment question above did not change, but its surrounding questions and layout were modified OCM Annual Report

9 General purpose classroom satisfaction & planning survey Physical attributes Rate your overall satisfaction with the physical attributes of the classroom (i.e., acoustics, lighting, seating/furniture, writing surface, and window coverings) Presentation technology Rate your overall satisfaction with the presentation technology in this classroom (i.e., data/video projection, DVD/VHS player, network connection, and system control panel) 29 Completely Satisfied Satisfied Neither Satisfied nor Unsatisfied Unsatisfied Completely Dissatisfied 29 Completely Satisfied Satisfied Neither Satisfied nor Unsatisfied Unsatisfied Completely Dissatisfied SurveyYear SurveyYear Percentage of all Surveys Percentage of all Surveys General purpose classroom overall Rate your overall satisfaction with this general purpose classroom SurveyYear Completely Satisfied Satisfied Neither Satisfied nor Unsatisfied Unsatisfied Completely Dissatisfied The General Purpose Classroom Satisfaction & Planning Survey asks instructors to share what they liked and/or disliked about the classroom(s) in which they taught during the fall semester. OCM also asked instructors about their preferred seating type, technology components important to their teaching, and changes in technology, facilities, and services that will have the strongest effect on their teaching Percentage of all Surveys Overall, instructors were satisfied with the classrooms and technology; 79% of respondents reported they were either completely satisfied or satisfied with services provided by OCM, and only 5% reported they were dissatisfied or completely dissatisfied OCM Annual Report

10 Hotline support requests The Classroom Support Hotline received 2,279 phone calls, s, or in-person contacts during academic year On average, 8 of issues requiring escalated action (e.g., adjusting temperatures in classrooms, managing requests to change classrooms, diagnosing and fixing errors with technology components) were resolved within 1 day. I was very impressed by the efficiency and quality of response. The person on the phone [tried] the easiest solutions, which did not work, and sent a tech who came very quickly. He, too, was unsuccessful but contacted an engineer who did solve the problem. Although I had to adjust the order of business for the day, I got it all in. Nice to know that the U takes classroom minutes seriously. Other Issues First Call Resolution Laptop Services Scheduling Escalate Facilities Technology OCM Annual Report

11 General purpose classroom utilization Percentage of Utilization Utilization data for Twin Cities general purpose classrooms is assessed between the hours of 8 a.m. and 5 p.m. per week that a classroom is occupied. OCM tracks time utilization, projected vs. actual seat utilization, and the mean room size demanded by departments to help determine future classroom inventory and improve efficiency of existing inventory. Time utilization 8am-5pm M-F by Location 71% Utilization Goal F 5 S 6 F 6 S 7 F 7 S 8 F 8 S 9 F 9 S 1 F 1 S 11 F 11 S 12 F 12 predicted St. Paul West Bank East Bank Minneapolis classrooms in use by minute (fall 211) Classrooms in Use Classrooms in Use Classrooms in Use Classrooms in Use Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Time and Day St. Paul classrooms in use by minute (fall 211) 15 5 Time and Day Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday Time and Day 289 Classrooms 289 Classrooms 3 Classrooms 3 Classrooms Time and Day OCM Annual Report

12 F'9 S'1 F'1 F'11 S'11 S' % F'9 S'1 F'1 F'11 S'11 S' % 22.2% Accuracy of scheduling input by departments Classroom scheduling is a dynamic process requiring consistent evaluation of projected enrollments, spreading of classes across the day and week, technology needs, and pedagogical changes each term. Great emphasis has been placed on providing departments with the information and tools they need to review their scheduling data based on the following four key measures. Non-conforming course sections Percent of All Section Meeting Patterns Fall F'99 S' F' F'1 S'1 S'2 F'2 S'3 S'4 F'3 F'4 S'5 F'5 S'6 F'6 S'7 S'8 F'7 F'8 S'9 F'9 S'1 F'1 F'11 S'11 S' % 2 The scheduling unit works extensively in Resource 25 (R25), 18% the University s scheduling software, processing course sections, event 15% reservations requests, 15% and departmental event reservation drafts. During FY212, 12% the scheduling Fall unit 1 processed 19,145 course sections, 1 5,669 final exams, 9% Falland 13,416 event 8.5% reservation requests. The unit also routed 7,2 event reservation 6% requests to 5% departmental schedulers using R25. Projected vs. actual enrollment S' F'99 F' S'1 S'2 F'1 F'2 S'3 S'4 F'3 F'4 S'5 F'5 S'6 F'6 S'7 S'8 F'7 F'8 S'9 F'9 S'1 F'1 S'11 2 Sections in General Purpose Classrooms MEASURE: 4 Projected vs. actual enrollment MEASURE: 18% 5 Non-conforming course sections Monday Tuesday Wednesday TARGET: Thursday +/- 1 variation between projected and actual enrollments TARGET: non-standard 3 Friday 15% TREND: Above Fall 4$ target 26.4% 4 TREND: Above target F'11 Peak = 3.8% F'12 Peak = % 12% IMPACT: 2 Over-projected Start of registration enrollment creates artificial demand, significantly impacting IMPACT: Creates course access problems for students by blocking multiple meeting periods, 12 2% Start of registration Rule F 8 Fall scheduling, room availability, and student access to courses. reduces efficient 9% Fall use of classroom space, and increases 26.4% 9.9% number of unplaced course sections % STRATEGY: Set enrollment limits and requested room capacities 1% based on previous term s STRATEGY: % Move non-conforming courses to standard times. 2% F 11 S 9 course enrollment. S 11 Percent Difference Count of Unplaced Sections Percent Demand 2 15% 1 5% 1 Percent of Total Sections Class distribution across the week F'99 S' F' F'1F'11 S'1 S'2 F'2 F'1 S'3 S'4 F'3 F'9 F'4 F'8 S'5 F'5 F'7 S'6 F'6 F'6 S'7 S'8 F'7 F'8 F'5 S'9 F'9 F'4 S'1 F'1 F'3F'11F'2 S'12 S'11 S'1 S'9 S'8 S'7 S'6 S'5 S'11 S'4S'12S'3 Semester and Semester Year and Year F'1 S'2 Percent Demand 1% Percent of Total Sections 18% 15% 12% 9% 6% Fall F' F'99 S'1 S' Monday Tuesday Wednesday Thursday Friday F'11 F'1 F'9 F'8 F'7 F'6 F'5 F'4 F'3 F'2 S'12 S'11 S'1 S'9 S'8 S'7 S'6 S'5 S'4 S'3 Fall % 9.9% 22.2% F'99 F'1S' F' F'1 F' S'1 F'99S'2 F'2 S'3 S'4 F'3 F'4 S'5 F'5 S'6 F'6 S'7 S'8 F'7 F'8 S'9 F'9 S'1 F'1 S'11 S'2 5 S'1 S' Day of the Week and Time Days Until Start of Semester Start of registration 12 4$ F 8 F'11 Peak = 3.8% 1 F'12 Peak = Rule Start of registration Start of registration 8 F F % 4 F 9 F 12 8 F 11 8 F 1 S 9 S % S 12 4 F 9 F F 1 S Days Until Start of Semester S Day of the Week and Time Days Until Start of Semester Days Until Start of Semester MEASURE: Class distribution across the week TARGET: max of course demand scheduled in any one standard time TREND: Slightly above target Start of registration IMPACT: 12 Even distribution promotes access to classes students need while fully utilizing classroom 1 resources. Peak time periods drive inventory needs. STRATEGY: 8 The new scheduling policy went into effect for fall 212. Colleges have made S 9 S 11 significant 6 gains in distributing courses evenly across standard times and weekdays. S 12 4 S 1 2 t of Unplaced Sections Count of Unplaced Sections Count of Unplaced Sections Percent Difference Percent of All Section Meeting Patterns Percent of All Section Meeting Patterns Percent Difference 15% % 2 1 Fall 6 F'99 S' F' S'1 4 F 9 F 12 F 1 2 Unplaced course sections count Count of Unplaced Sections F'11 S'12 F'99 S' F' F'1 S'1 S'2 F'2 S'3 S'4 F'3 F'4 S'5 F'5 S'6 F'6 S'7 S'8 F'7 F'8 S'9 F'9 S'1 F'1 F'11 S'11 S'12 F'11 S'12 F'1 S'2 F'2 S'3 S'4 F'3 F'4 S'5 F'5 S'6 F'6 S'7 S'8 F'7 F'8 S'9 F'9 S'1 F'1 S' % F'11 S'12 Percent Demand Percent Demand Count of Unplaced Sections Percent of Total Sections F'11 S'12 18% F'1 S'11 F'9 S'1 F'8 S'9 F'7 S'8 F'6 S'7 F'5 S'6 F'4 S'5 F'3 S'4 F'2 S'3 F'1 S'2 15% Monday 12% Tuesday Wednesday Thursda 4$ 9% Fall F'12 Peak = 3. F'11 P 6% 2% 1% F'11 S'12 F'1 S'11 F'9 S'1 F'8 S'9 F'7 S'8 F'6 S'7 F'5 S'6 F'4 S'5 F'3 S'4 F'2 S'3 F S' Monday Tuesday Wednesday Day of the Week and Time Thursd 4$ F'1 F'12 Peak = 3. Percent of Total Sections S S Day of the Week and Time S Count of Unplaced Sections 12 1 Days Until Start of Semester Start of registration 8 S 9 S 11 6 S 12 4 S 1 2 S Days Until Start of Semester MEASURE: Unplaced course sections count leading to start of semester TARGET: Zero unplaced sections at start of registration TREND: Slightly above target IMPACT: Early room assignments allow students more information at registration and reduce the number of last minute room changes requested. STRATEGY: Work with Colleges and departments to identify difficult to place course sections early in the scheduling process OCM Annual Report

13 General purpose classrooms/study space inspections & readiness I recently returned to U of MN from teaching at another school. This classroom set-up is much better than when I left and much better than the other school I taught at. Number of classroom/study space inspections 35, Classroom Inspections Study Space Inspections Average Inspections per Space 12 Percentage of classrooms ready for the first class 1 3, 1 Number of Inspections 25, 2, 15, 1, Average Inspections Per Space Percent of Rooms Ready , 2 Sept. 21 Oct. 21 Nov. 21 Dec. 21 Jan. 211 Feb. 211 Mar. 211 Apr. 211 May Month and Year Year OCM s Readiness Inspection (RI) program provides quality assurance by collecting observation data of OCM s physical space to deliver a measurement of daily performance. Readiness is defined as having systems fully functional and ready for use per established expectations and service level agreements. In the last year, OCM has expanded the RI program to include GPS Waypoints. Over the last year, the data collection method has also transitioned from paper to electronic - an effort to offset reduced full-time staffing - saving time and simplifying data dissemination and communication with service delivery partners. Over the last two years, OCM has seen a decrease in observed service levels from Facilities Management. As of August 211, FM began a new way to clean University spaces (the green cleaning initiative). OCM is hopeful that changes to custodial service delivery will result in higher service levels and improved cleanliness in the near future. OCM also monitors the condition of classroom technology by using the Classroom Automated Monitoring System (CAMS). During FY212, 99% of general purpose classrooms were monitored by CAMS and the technology systems were ready for each day s first class 99.99% of the time OCM Annual Report

14 Breakdown of Classroom Technical Services sales Classroom Technical Services (CTS) provides technology design, installation, and support to the entire University community. CTS has received national recognition for the implementation of its classroom presentation technology control systems and its centralized presentation system remote monitoring. CTS operates under an Internal Service Organization (ISO) business model (non-supported; self-funded through internal sales). The ISO business model is predicated on the premise that a technology support unit operates best when it has the internal resources to achieve a critical mass capable of providing services in a timely, efficient, and independently funded manner. The unique OCM-CTS relationship is highlighted through the six-year average of OCM revenue generating 37% of total CTS revenues. OCM CPPM* Other Departments Total Revenue FY 27 $1,549,358 $371,877 $1,135,133 $3,56,367 FY 28 $1,441,417 $1,27,662 $926,893 $3,395,972 FY 29 $1,118,574 $766,25 $788,986 $2,673,765 FY 21 $863,75 $2,861,936 $1,13,877 $4,856,518 FY 211 $1,124,399 $1,468,361 $1,3,165 $3,622,925 FY 212 $1,68,888 $249,3 $1,146,63 $3,4,521 6-yr average $1,284,39 $1,124,174 $1,26,447 $3,435,12 * Capital Planning and Project Management (CPPM) OCM Annual Report

15 Office of Classroom Management Vision To support teaching and learning excellence by providing and managing high quality learning environments. Mission Manage and develop formal and informal learning environments as the primary point of contact and single point of responsibility for centrally managed learning spaces. Advocate for student and faculty needs within learning environments as the provost s agent and primary subject matter resource. Support the University s teaching and learning, research and outreach missions by collecting, utilizing and distributing data to promote the efficient use of resources. Office of Classroom Management Academic Support Resources Office of Undergraduate Education OCM Annual Report