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Title: Dissertation Defense


1
Dissertation Defense
  • Susan J. Wolff
  • September 7, 2001
  • Dr. George H. Copa, Major Professor

2
Dissertation Title
  • Sustaining Systems of Relationships
  • The Essence of the Physical
    Learning Environment that Supports and Enhances
    Collaborative, Project-based
    Learning at the Community College Level

3
Table of Contents
  • Chapter 1 .. Focus and
    Significance of the Study
  • Chapter 2 .. Review of Related
    Literature
  • Chapter 3 .. Design of the Study
  • Chapter 4 .. Findings and
    Analysis of Phase I

4
Table of Contents
  • Chapter 5 .. Findings and
    Analysis of Phase II
  • Chapter 6 .. Findings and
    Analysis of Phase III
  • Chapter 7 .. Understandings and Future
    Research
  • Bibliography
  • Appendices

5
Significance of the Study
  • Roles and responsibilities of
  • work, family, community, and
  • personal life are changing in response to
  • Globalization
  • Transition from the industrial age
    to a knowledge age

6
Significance of the Study
  • Diverse and multi-cultural living and
    work environments
  • Fast-paced, fragmented, and changing societal
    norms and structures

7
Significance of the Study
  • Need for continual learning of new skills
    and abilities to keep pace with the
    accelerated rate of change

8
Sample of Learning Expectations

  • That address changing roles and responsibilities
  • Gathering, analyzing, and using information
  • Anticipating and handling change

9
Sample of Learning Expectations
  • Working in high-performance teams
  • Thinking in terms of systemic outcomes
  • Using effective communication skills

10
Sample of Learning Expectations

  • Taking action to improve communities
  • Managing resources
  • Providing leadership

11
Sample of Learning
Expectations
  • Respecting others and valuing diversity
  • Taking responsibility for ones own
    learning

12
Collaborative Learning Process
  • Provides Learning of
  • Content
  • Critical thinking
  • Problem solving
  • Teamwork

13
Collaborative Learning Process
  • Negotiating
  • Reaching consensus
  • Social and academic development
  • Sense of community

14
Project-Based Learning
  • Provides relevancy, value, and meaning
  • Provides learning of
  • Value of relationships and
  • partnerships
  • Communication skills

15
Project-Based Learning
  • Higher order thinking skills such as critical
    thinking and solving problems
  • Use of technology and tools
  • Importance of lifelong learning

16
Focus of the Study
  • Identify and describe the design features of the
    physical learning environment that support and
    enhance collaborative,
    project-based learning at the community college
    level

17
Focus of the Study
  • Gain an understanding of the rationale for
    the selection of the desired features of the
    physical learning environment of
    community colleges

18
Why Look at Physical Environments ?
  • Majority of community college facilities were
    built in the 1960s
  • Billions of dollars are being spent for
    renovations and replacements

19
Why Look at Physical Environments ?
  • Availability of research regarding how
    design of college facilities supports desired
    learning expectations and processes is
    minimal and most of what is available
    addresses K-12 facilities

20
Methodology
  • Phenomenology to gain an
  • understanding of recommended the
    design features and the purpose and
    rationale of the features.

21
Design of the Study
22
Phase I of the Study
  • Sources of data
  • Site visits
  • Internship
  • Data gathering strategies
  • Observation
  • Participation
  • Note taking
  • Reflection

23
Phase I of the Study
  • Analysis process
  • Text analysis

24
Findings of Phase I
  • 28 design features and their descriptions and
    purposes of the physical learning
    environment were identified

25
Findings of Phase I
  • 4 preliminary categories of these design
    features were determined
  • Learning group sizes
  • Learning activities
  • Adjacencies among the spaces
  • Furnishings for the spaces

26
Transition - Phase I to Phase II
  • Phase I was introductory and exploratory
  • Findings from Phase I indicated need for
  • Gaining greater understanding of the two
    foci of the study

27
Transition - Phase I to Phase II
  • Narrowing the focus to collaborative,
    project-based learning
  • Concentrating the study at the community
    college level
  • Increasing the pool of participants

28
Phase II of the Study
  • Sources of data
  • National and International Conferences
  • Data gathering strategies
  • Observation
  • Participation
  • Note taking

29
Phase II of the Study
  • Data gathering strategies
  • Audio and electronic mail interviews
  • Reflection
  • Analysis process
  • Text and audio analysis

30
Findings of Phase II
  • 5 additional design features were identified
  • 1 additional category of design feature was
    identified
  • psychological and physiological support

31
Findings of Phase II
  • Renamed Learning Activities to
  • Learning Activities/Learning
    Spaces
  • Added depth and breadth to
    findings
  • Data more specific to community colleges

32
Transition - Phase II to Phase III
  • Phase II began to concentrate on collaborative,
    project-based learning at the community
    college level however, the data collected
    continued to have some Pre-K-12 influence

33
Transition - Phase II to Phase III
  • The addition of personal interviews as a
    means of collecting data provided new
    perspectives to the foci of the study and
    the data

34
Transition - Phase II to Phase III
  • Phase III gave full attention to
  • physical learning environments that
    support and enhance collaborative,
    project-based learning specifically at the
    community college level

35
Transition - Phase II to Phase III
  • Phase III added three additional methods for
    collecting data
  • Phase III modeled collaborative, project-based
    learning

36
Phase III of the Study
  • Source of data
  • Two-day design studio
  • Data gathering strategies
  • Observation
  • Note taking
  • Audio and electronic mail interviews

37
Phase III of the Study
  • Data gathering strategies
  • Participant journals
  • Participant materials and designs
  • Reflection
  • Analysis process
  • Text, audio, and video analysis

38
Findings from Phase III
  • 11 additional design features were identified
    resulting in a total of 44 features being
    identified from the study that support and
    enhance collaborative, project-based
    learning

39
Findings from Phase III
  • 1 more category of design feature was added
  • Structural aspects

40
Level One Analysis of the
Findings
  • Involved looking for commonalities of
    function and design across all 44
    features, resulting in the number of
    features being reduced to 32

41
Level One Analysis of the
Findings
  • Further analyzed the six preliminary categories
    of features for appropriateness, resulting
    in the renaming of one category
  • learning activities/learning spaces
    became functional spaces for learning activities

42
Level Two Analysis of the
Findings
  • The design features were clustered into the
    following six categories
  • Group size
  • Functional spaces for learning activities
  • Adjacencies

43
Level Two Analysis of the
Findings
  • Furnishings
  • Psychological and physiological support
  • Structural aspects

44
(No Transcript)
45
Level Three Analysis of
the Findings
  • Areas of further research
  • What are the systems of relationships among
    people and spaces that support and
    enhance collaborative,
    project-based learning?

46
Level Three Analysis of
the Findings
  • Areas of further research
  • What are the core or fixed
    elements of the design of the physical
    learning environment?

47
Level Three Analysis of
the Findings
  • Areas of further research
  • How can we prepare community colleges to
    adopt collaborative, project-based
    learning approaches and assist in the
    design of physical learning environments that
    support this learning process?

48
Alexander, C. (1979). The
Timeless Way of Building
  • Evidently, then, a large part of the
    structure of a building consists of
    patterns of relationships the fact is
    the elements themselves are patterns of
    relationships that actually repeats itself
    and gives structure to a building.
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