Facebook
Twitter
Youtube
Google
Campus ‘Repopulation’ — What Does it Mean for Faculty, Staff, Students and Spaces Beyond the Classroom?
By Lisa Stephens and Rebecca V. Frazee of FLEXspace.org, featuring guest contributors Kayden Kassof of the American University and Edward Gomes of Duke University
As we think about the return to campus, besides hybrid / flexible classrooms, there are all kinds of campus gathering spaces to consider, such as libraries, learning commons, labs, faculty and staff offices, conference facilities, student study/work areas, and more. In this issue, we talked to Kayden Kassof, instructional technologist and learning space designer at American University as well as an active community leader in AVIXA, CCUMC, and HETMA. We also spoke with Edward (Ed) Gomes, Sr. Associate Dean at Duke University, Trinity College of Arts & Sciences. Kayden and Ed offer their insights about planning and support of social and event spaces on campus.
Coming up
FLEXspace.org will have a ‘digital booth’ at ISE 2021 to accompany the Live & Online in Barcelona (1-2 June), London (23-24 June), and online throughout June. Register here for #ISE2021
To browse details, images, floorplans, and more from spaces featured in this column, plus hundreds more, log in to FLEXspace.org and visit the Gallery “FEATURED IN HIGHER ED AV MAGAZINE”
Study Spaces at American University
The Commons, a collaborative working space at The Washington College of Law at American University
Symposium
Active Learning Commons at Duke University
Active Learning Commons at Duke University
Large Auditorium at Duke University
Large Auditorium at Duke University
Higher Ed AV Gallery
Collaborative Space in the Don Myers Technology and Innovation Building
Recording Studio Classroom
Atrium in the School of International Service building
AU Center for Innovation in the Kogod School of Business
AU Center for Innovation in the Kogod School of Business
Woods Brown Amphitheater
Abramson Family Founder’s Room in the School of International Service building
Bender Library Commons
What are the plans for the ‘return to campus’ at your institution?
Kayden: At American University, we have been primarily online since March of 2020. Only a few labs and arts classes have met in person. Because of the unknown, we spent a lot of time making plans and preparing our classrooms and some event spaces to handle “hybrid” scenarios. Now that we’re looking at the Fall semester, the intention is that all classes under 50 people will be in-person again while large classes will be online with in-person breakout meetings (aside from specific online classes and programs). I think many faculty will still include some hybrid/Zoom options in specific situations so having all of our classrooms outfitted with the necessary technology is a huge plus.
What is less clear is how events will work. We don’t yet know if there will be caps on attendance, if/how social distancing will work, etc. Therefore, I anticipate there will be a lot of hybrid events going forward. We don’t have many large event spaces, so encouraging hybrid events could be a long-term win, too.
Ed: The plans for this summer are to prepare for an expected return to “normal” in-person activity, while simultaneously preparing to pivot back to a more restricted on-campus scenario. Duke conducted a number of surveys to evaluate how personnel feel about remote work options. In addition, there are a number of active return-to-work pilots to evaluate how to best address the needs for a more hybrid return-to-work model. It’s also well understood that a return to campus will impact staff and faculty in different ways.
Regarding the plans for teaching and learning, Duke is maintaining a remote/hybrid instructional model over the summer with a full return to in-person instruction for the fall term. In connection with the fall plans, classrooms with loose/movable furniture are being repopulated for full capacity and course registration is proceeding with an expectation of standard enrollment caps. While there is still an option that faculty can employ asynchronous instructional modes in a course, this is not expected to be the only instructional mode offered for any course.
In general, Duke is taking cues from the CDC and the State in terms of how quickly to open up the campus over the summer. This means changes to rules around safe distancing, masks indoors, with capacity in spaces and events adjusted as guidance changes. As a result, the university is proceeding with cautious optimism.
What are you hearing from faculty about the return to campus? What are their main concerns, and how are you addressing those?
Kayden: Faculty, for the most part, are eager to get back into the classroom. The last year was especially hard for them since many lacked the knowledge or training for online teaching. I’ve had faculty ask about video and audio options in the classrooms. Many plan to use Zoom as a backup or for specific accommodations even though classes will be in-person again. I am sending instructions on how to use the hybrid technology as people ask for it, and plan to offer in-person training as needed in August. I’ve also created videos and written guides that address not only how to use the technology, but tips for teaching to two audiences (HyFlex).
Ed: Some faculty are eager to return to campus and others are more reluctant. There are still a number of unknowns in terms of where the trends in COVID infection rates will be in the fall. While vaccination levels are continuing to climb, and students will be required to be fully vaccinated (with few exceptions), there are still unknowns when it comes to who may or may not be vaccinated. Some individuals living with others that aren’t vaccinated (too young) or at-risk are still wary that the evidence on COVID transmission via fully vaccinated individuals is solid. There isn’t a major concern that returning to more conventional instructional modes will be a problem.
The main space-related considerations/challenge is the time required to return spaces to a more standard configuration. There are also some concerns that more asynchronous instruction may be required for students that are remote due to many factors (short-term illness, foreign students unable to re-enter the US), which presents a potential technology hurdle.
What about staff readiness and their main concerns?
Kayden: Many staff I’ve talked with are reluctant to return to campus for various reasons. Fear of COVID is still there but it goes deeper than that. The disruption to the workplace for the last year has made folks reevaluate where/when/and how they are needed to do their job. Inequities around transportation to campus, family care, and shared offices are some of the reasons staff are less than excited to return. These are personal opinions and an official university policy for staff has not been released yet. Concerns around public transportation to campus and changes from the new normal working conditions are the biggest issues, I think. We don’t yet have answers to these questions.
Ed: Staff reactions are similarly mixed in terms of eagerness and reluctance. Many staff enjoyed working remotely and would likely enjoy it more once their children return to school during the day. Others are open to a flexible hybrid work model, where they have set days on campus and off. Staff feedback has been mixed. Under many of the scenarios, there is an expected change in space allocation for staff that would reduce dedicated spaces in lieu of “hoteling” or shared work environments. In order to flesh this out, the pilots mentioned earlier are in progress to help understand the requirements.
What are the main space-related considerations or challenges as you plan for the staff return to campus?
Kayden: Shared office spaces are a big one. I believe most departments will continue to host meetings online even if people are back in the office, as it allows for more flexibility.
Ed: Evaluation of how to conduct business post-COVID has pushed for a review of staff space needs. Certainly, staff with roles that require them to be on campus would continue to have space allocated. Others that may be able to have flexible or hybrid work arrangements may be asked to give up dedicated offices. Setting up space to support that work style requires a review of furniture layouts, technology deployment, creation of more Zoom-enabled team rooms, and (potentially) more personal storage for equipment that meets their needs in a shared space. Evaluation of space usage overall will also be an important process to potentially reduce the overall footprint and maximizing space for broader academic and/or research needs.
Besides the classrooms themselves, what are the main space-related considerations or challenges as you plan for students to return to campus?
Kayden: The big question right now is what will social distancing guidelines be in the fall? Until we know that, it’s hard to know how classes will be conducted. I believe that classes are currently being scheduled based on their COVID occupancy standards. I think we’ll see a lot more events being held outside. We do currently support outdoor events but we have limited capacity so adding more AV gear to support outdoor events may be needed.
Thinking about campus planning and space utilization, how are spaces being altered or reallocated?
Kayden: The university is working to improve and expand informal student spaces which will be loaded with comfy furniture but also comprehensive AV systems to support events in the future. I think going forward there will be a shift in strategic campus planning related to facilities, but we’re not there yet.
Ed: Spaces are not being altered yet but there are plans to evaluate how to modify space once the return to campus is in full swing. There will likely be some adjustment in how space is allocated once those evaluations are complete. Administrative space will almost certainly be the first to be revised.
Space utilization has been a hot topic for some time. The university funded a space utilization review project prior to COVID and some of those recommendations are now being reviewed for implementation. This will likely require some changes in policies, improved integration with systems of record, and a reduction in the number of tools used to manage/schedule space so data can drive decisions. DEI goals influence a number of strategic issues, including space. The information gathered as it relates to space utilization will certainly be included as a data point in the broader DEI efforts.
Has there been a shift in how facilities projects are managed, or shift in strategic campus planning related to facilities?
Ed: The return to campus hasn’t resulted in a major shift in how projects are managed. During the pandemic, many projects were re-evaluated and unless they were already in progress or top priorities, they were put on hold. The project management process at Duke was already extremely collaborative so I don’t see a change other than re-confirming the commitments to proceed or revise based on the current needs at that time.
The strategic campus planning effort will certainly take into consideration the needs that were known prior to the pandemic and a post-pandemic needs assessment. The need to address long-standing deferred maintenance projects will have to be balanced with strategic decisions around how to potentially renovate spaces based on recent lessons learned.
Kayden: I think going forward there will be a shift in strategic campus planning related to facilities, but we’re not there yet.
Do you have any exciting campus facilities plans or projects you’d like to share with the FLEXspace community?
Ed: We had one major building project that was completed in the Pratt School of Engineering. Most other projects were delayed with a handful of projects in research labs or deferred maintenance projects. We had plans for a new 80 seat flat-floor flexible teaching space that we hope to pick up again next year, which I will share once we get the green light. There is also a planned renovation of the Lilly Library on Duke’s East Campus that should pick up again next year.
Kayden: We’re completely redoing a large informal student space in our student center. It would be a great thing to highlight in FLEXspace! [Author’s note: We’ll follow up with Kayden to add renderings, photos, details of this space as they become available.]
Thank you Kayden and Edward for your time and insights! We look forward to seeing how the fall unfolds on your campuses, across the country, and across the pond. We’ll be sure to check in again for updates on your campus space projects.
Want to contribute to the FLEXspace Community?
The growing FLEXspace community is always looking for the latest examples of innovative and effective learning spaces. Please share your campus spaces by logging into FLEXspace.org, and contact Rebecca or Lisa if you would like to be featured in an upcoming issue of Higher Ed AV magazine.
BIOS
Kayden Kassof is the Instructional Technologist and Learning Space Designer at American University. They work with stakeholders around the University to design new classroom technology as well as organize the enterprise classroom modernization plan. In addition to design, they act as the technical project manager on most AV projects at the University, work on selecting and implementing new instructional technology tools, and provide AV support at high-profile University events. They have worked in the AV department in various technical roles since 2009. Prior to that they provided LMS and software support and training, and planned teaching conferences and workshops. Kayden is on the leadership committee for the AU LGBTQ+ Affinity Group and an active member of SEIU Local 500 AU Staff Union. Outside of AU, Kayden is involved in several professional organizations. They sit on the Board of Directors, are the chair of the Professional Development Committee, and the leader of the Diversify, Equity, and Inclusion Interest Group for the Consortium of College and University Media Centers (CCUMC). They sit on the Board of Directors and are the Diversity, Equity, and Inclusion chairperson for the Higher Education Media Technology Association (HETMA). They are also a member of the Audiovisual and Integrated Experience Association (AVIXA) Diversity Council. Kayden has an MFA in Film and Electronic Media specializing in documentary cinematography and a Graduate Certificate in Curriculum and Instruction focusing on nontraditional education. Outside of work, Kayden has many diverse hobbies including peal bell ringing, photography, hiking and camping, home improvement, gardening, baking, and cooking. They’re also an avid reader and barely use their high-tech AV setup at home.
Edward D Gomes Jr. is currently the senior associate dean for Trinity College of Arts & Sciences Office of Technology Services (TTS) at Duke University. Reporting to the dean of faculty of Arts & Science & Trinity College, Ed oversees information technology planning, services, resource allocation, and integration for 70+ departments, programs, and institutes. Ed was project manager for the Link Teaching and Learning Center, which opened in lower level one of Perkins Library on August 11, 2008. Since coming to Duke in 1986, he has served as Head of Information for the Duke University Libraries, systems programmer for the Duke General Clinical Research Center in Duke University Medical Center, and held research positions in the Department of Medicine and the Department of Psychology. Ed currently chairs the Duke eLearning Roadmap Committee and University Software License Committee while serving on many other campus-wide committees. Ed also implemented one of the first Duke University surplus computer donation programs supporting Durham public schools and nonprofits. He also serves as a member of the Project Kaleidoscope (PKAL) Learning Spaces Collaboratory Advisory Committee. Among his non-academic pursuits, Ed serves as a member of the board of directors for the St. Joseph’s Historic Foundation in Durham (sponsor of the Bull Durham Blues Festival) and the African American Dance Ensemble. He also previously co-hosted a Sunday evening jazz radio program on WNCU with his wife Lois Deloatch, who is Vice-Chancellor for Institutional Advancement at North Carolina Central University. Ed is a 1985 graduate of Bridgewater State College (BS, physics) in Bridgewater, MA.
The FLEXspace Team
LISA STEPHENS, Ph.D.
Assistant Dean, Digital & Online Education
School of Engineering & Applied Sciences, The University at Buffalo
Project Director, FLEXspace.org
Lisa serves as Assistant Dean at the University at Buffalo School of Engineering and Applied Sciences leading the Office of Digital & Online Education, and also serves as Senior Strategist for Academic Innovation in the Office of the SUNY Provost. She enjoys an appointment in the UB Department of Communication as an Adjunct Associate Professor. Her SUNY portfolio includes leadership of FLEXspace.org™ and serves as the SUNY Partner Manager for Coursera.
REBECCA V. FRAZEE, EdD
Faculty, Learning Design & Technology Program
San Diego State University
Associate Director, FLEXspace.org
Rebecca teaches in the Learning Design and Technology program at San Diego State University and is the FLEXspace.org Manager. She enjoys experimenting with new technology tools and techniques to support active learning and team collaboration in higher ed and the workplace. Rebecca is a singer and songwriter and has been having fun with asynchronous ‘socially distanced’ recording projects this year. Contact Rebecca at rfrazee@sdsu.edu, and Twitter at @rebeccafrazee.
The Flexible Learning Environments eXchange (FLEXspace.org) is an award winning community and open digital repository for higher ed that houses a growing collection of user-contributed content “by campuses for campuses,” with detailed examples of formal and informal learning spaces ranging from multimedia studios, makerspaces, computer labs, hybrid/flexible classrooms, and huddle spaces to large exhibit spaces, simulation labs and renovated lecture halls. FLEXspace was launched in 2012 as a collaboration between SUNY, the CSU Cal State University system, and Foothill-DeAnza Community College District and has since grown to include over 5000 members from 1400 campuses around the world, with PennState joining the partnership in 2019. FLEXspace won the Campus Technology Innovators Award in 2016, and the California Higher Education (CHEC) Collaborative Conference Focus on Efficiency Award in 2018.
FLEXspace users include practitioners, experts and decision makers in higher education, K-12, libraries, and museums who are focused on campus planning and facilities, learning technology, A/V systems integration, instructional design, teaching, and research. The FLEXspace portal provides a sophisticated suite of features that enables users to document and showcase their own campus learning spaces, share research, best practices and tools for planning,