Constructing a Learning Commons:

Rethinking Aesthetic, Functional, and Technological Integration and Reorganization of

Conventional Space Utilization within Academic Libraries.

W.W. Hagerty Library – Drexel University

Executive Summary

"A review of the year's work makes evident the fact that the limitation of physical space in the Library is the chief

handicap in serving faculty and students."

(Marie Hamilton Law – Director of W.W. Hagerty Library -1946/47 Annual Report)

The academic library serves as the information and learning hub for the university. It is a place

where students, faculty, and the community gather to retrieve, process, disseminate, and apply

knowledge. Drexel University, like most institution of higher achievement and learning, is

home to several academic colleges that feature a variety of disciplines. Drexel is also similar to

other respective institutions in that its central library, W.W. Hagerty, is a fundamental

component to the success of the university’s academic, research, and outreach missions.

However, recent studies show that this role is being crippled by a severe lack of space, and as a

result facilities are rapidly becoming functionally obsolete.

In order to meet this challenge head on, both Drexel University and Drexel University

Libraries have teamed together to create the Academic Learning Commons project. The plan

will focus on the needs of undergraduate and graduate students, and this space will be available

for use 24 hours a day, 7 days a week. In order to properly finance the technology expectations

for the project, the Libraries are seeking funding in the amount of $275, 043.

Setting

"A library is the intellectual hub of a great university, enhancing the climate of learning, stimulating the

education and research of student and teacher alike"

(W.W. Hagerty Library, Dedication book).

Drexel University:

On December 17, 1891, the City of Philadelphia, PA played host to some of the most important

visionary and industrial titans in this country’s history, including Thomas Edison, J. Pierpont

Morgan, and Andrew Carnegie. However, on this night the guest of honor was a man by the

name of Anthony J. Drexel. Drexel was (and still is) considered to be one of the great

philanthropists and financiers of our time; as he is credited by many as the founder of Wall

Street itself, and on this particular night he was giving the world one of his most prized

possessions, the Drexel Institute of Art, Science and Industry.

Today, the institution is simply known as Drexel University, and while its name has

been noticeably shortened, the university’s mission and priorities have not. In fact, Drexel has

always championed innovation and has consistently been a model for both social, research and

technological sophistication. This approached originated with its founder, the aforementioned

Anthony J. Drexel, and his belief in a well-rounded multi-disciplinary education that focused on

industrial disciplines. He placed great emphasis on educating working-class citizens, enabling

them to compete in the changing industrial landscape of the time. In order to accomplish this

endeavor, the admission policy placed no restrictions on religion, race, gender or social class.

This idea was considered both radical and revolutionary in the late 19th century, as only a small

percentage of the population held college degrees at this time, and of course the majority came

from wealthy backgrounds. During its first year the institution enrolled 1,570 students.

Presently, Drexel University is home to more than 23,500 full- and part-time students in

programs leading to associates, bachelors, masters, doctoral, and professional degrees

(including MD and JD).

The Main Campus of Drexel University is located in the University City district of

Philadelphia, Pennsylvania, the nation fifth largest city. The 77 acre campus offers over 70 full-

time undergraduate programs and accelerated degrees. Also, over 100 full or part-time

masters, doctoral, and professional programs are available.

Other highlights include:

In 1919 a four-year engineering co-op was established. Today, the program is

synonymous with the university and serves as the cornerstone of its career preparation

initiatives. Through the co-op, students alternate periods of study with periods of full-

time professional employment related to their academic discipline and career interests.

Drexel University was among the first co-operative education programs in the country,

and today it is one of the leading and most diverse. Through co-op, Drexel students are

currently employed by more than 1,500 businesses and organizations in 27 states and

12 countries.

Drexel’s focus on providing technological solutions was a major factor in keeping the

institution operating on a 24/7 basis during World War II in order to serve more than

3,000 visiting participants in the Engineering Defense Training Program. After the

conclusion of the war, rapid expansion of knowledge and the nation's drive for

technological preeminence continued to be a source of growth for the University.

In 1983 all students at Drexel were required to have personal access to a Macintosh

computer. The revolutionary program even prompted a visit from Apple CEO Steve

Jobs. Since its inception the personal computer (PC) has continued to play an integral

role in the university’s academic instruction.

Drexel was the nation's first major university to operate a fully wireless campus

In April 2002, MCP Hahnemann University, a major Philadelphia health sciences

institution, became Drexel University College of Medicine, College of Nursing and

Health Professions, and School of Public Health.

In 2006, The Earle Mack School of Law at Drexel University opened, becoming the

first major research university to open a new law school in 25 years. Also, it is one of

only two law schools to follow a co-operative model (Drexel University, 2011)

W.W. Hagerty Library:

During its initial year, Drexel University's first library built a collection of nearly eight

thousand volumes, chiefly through gifts and donations from Drexel's founder, Anthony J.

Drexel and his business partner, George W. Childs. The library was housed inside of the Main

Building and was comprised of a single room, which housed all of the administrative and

academic functions of the school, serving as a learning environment for students of the

Department of the Library and Reading Room. The collection included books and periodicals

as well as manuscripts, photographs, and slides.

The first directors of the Drexel Institute Library were prominent women librarians,

each influential in the world of librarianship and providing integral contributions to the

American Library Association.

Alice B. Kroeger (1864-1909), served as the first director of the Drexel Library.

Kroeger, a former student of Melvil Dewey, was also responsible for founding the library

school; which at the time was just the third such school to open in the United States.

After several relocations, The W. W. Hagerty Library was dedicated October 13, 1983,

and it continues to serve as the university libraries central (main) branch. It is named after

former Drexel University President William Walsh Hagerty, and it houses nearly half a million

books, periodicals, DVDs, videos and offers numerous services and educational partnerships.

W. W. Hagerty Library also houses the University Archives and the Bookmark Café, which

boasts café-style seating and is open around the clock (Archives and Special Collections, 2011).

Overview:

678,674 electronic, print and other items in the Drexel University Libraries collection.

20,274 in-person and online reference consultations performed by Libraries staff.

1,640,000 visits to the Libraries website.

66 full time employees and 17 full time eligible student workers.

Over $8 million in expenditures.

Highlights:

Personal Librarian Program: Drexel University Libraries began the program in the

fall of 2010. Each incoming freshman (2,500+) is matched with a librarian, who is then

responsible for guiding the student through the curriculum and information resources

throughout Drexel’s many disciplines. The relationship continues until the student

begins to conduct rigorous research, when their primary contact becomes a subject

specialist.

Room Reservation System: A virtual system that allows students, staff, and faculty the

ability to log into the Libraries website and reserve a group study room for a maximum

of 6 hours, up to seven days in advanced. Students are able to create, edit, and delete

their reservations, see a visual of all study spaces that are available, and view calendars

for each location.

Digital@Drexel: This program began in the summer of 2011 and features a group of

individual Drexel research and teaching faculty, librarians, and archivists who support

and serve as the curators and producers of digital content from the Drexel community

(Drexel University, 2011)

Staff

The current director, Dr. Danuta Nitecki, began her term in January of 2010. She joined the

library from Yale University, where she served as an Associate University Librarian since

1996. During her time at Yale, Dr. Nitecki was involved in introducing the Borrow Direct

interlibrary lending service among seven Ivy League institutions and the collaborative teaching

and learning support services housed in the Bass Library. She was a Fellow of Trumbull

College and served as a Faculty Advisor for freshmen. Prior to joining Yale, she held

administrative positions in the libraries at the University of Maryland at College Park,

University of Illinois at Urbana-Champaign, and University of Tennessee at Knoxville.

The rest of the leadership is comprised of Lenore Hardy - Director of Library

Administrative Services & Director of Health Sciences Libraries, Beth Ten Have – Director of

Library Academic Partnerships, John Wiggins – Director of Library Services and Quality

Improvement, Dee Child – Head of Access Services, Peter Ivanick – Head of Library Systems,

and Rob Sieczkiewicz – University Archivist.

Mission

Drexel University Libraries is a learning enterprise. The Libraries staff advances the

University’s academic mission through:

Serving as educators. Librarians coach students and other learners to become

confident and expert in their information literacy skills and they build partnerships

with faculty and other campus experts to support discipline-based teaching and

learning.

Supporting education and research through services that provide convenient,

reliable, efficient and cost effective access to information resources.

Collaborating with researchers on informatics and data curation issues.

Fostering intentional learning outside of the classroom, in both physical and virtual

spaces.

In all of their work to advance the University’s mission, library staff employ purposeful

design, thoughtful assessment and continuous quality improvement.

Statement of Need

“We need the space to run our academic programs: to have the faculty that teach in these programs, to have the students who attend these programs, to create not only carriers of knowledge but ambassador” for “the

future”

John Sexton – (President of New York University)

Over the last couple of decades, technology has rapidly changed the way in which users

process, disseminate, intellectualize, and share information. The emergence of innovations such

as peer production, social networking, wikis, blogs, smart phones, virtual management and

collaboration systems have increasingly set the standard by which the speed of access to

information has traditionally been judged. These changes pose great challenges to modern life

and society, and academic libraries are no exception.

At Hagerty, much time has been spent in trying to decide how our library should orient

itself in this fast changing world. This is especially notable in terms of physical space or ESF

(extra square footage). Although, several concepts are currently in play, the one that is proving

to be the most relevant is the idea of the library as a place. Library as a place alludes to the

human experience dimension of inhabiting a space, including the complicated emotional and

physical relationship one can have with a place (Cocciolo, 2010). This idea is central to the

learning commons concept, which is different from the one of an information commons. As

Somerville and Collins explain, “A learning commons brings people together, not around

informally shared interests as happens in traditional common rooms, but around shared

learning tasks, sometimes formalized in class assignments. The core activity of a learning

commons is not the manipulations and mastery of information, as in an information commons,

but the collaborative processes by which students turn information into knowledge through

social interactions that engage and excite students learning purposes.” Also, “In recent years

we have reawakened to the fact that libraries are fundamentally about people – how they learn,

how they use information, and how they participate in the life a learning community”

(Somerville & Collins, 2008, pg. 806).

It is easy to recognize that libraries and classrooms alike are quickly becoming social

hubs of digital activity and learning. The traditional style of teaching and learning through

reading, writing, and problem solving is becoming obsolete. In its place are new concepts that

are devoted to developing collective learning experiences using computer-based learning

systems, social media, virtual conferencing technology, and much more. The library is home to

a vast array of knowledge existing as text, graphics, sound, and virtual-reality simulations, and

acts as a facilitator for information retrieval, use, and dissemination. Libraries must position

themselves as a place for assistance with such technologies. They must also act as a gathering

place where students are able to use digital learning systems, create new forms of information

and knowledge, and share their experiences with the larger campus community.

Facilities Needs:

In 2009, the campus conducted a study to determine the magnitude of facility deficiencies

within Hagerty Library, and it was determined that the building required a significant amount

of structural improvements. Although, the results were taken under serious consideration the

upgrades were not financially feasible.

A second study was conducted which resulted in a viable economic model. New business

strategies emerged that focused on providing better services for our patrons. This will be

accomplished by balancing people, space, and materials which in turn will lead to alternate uses

of the existing facilities. These changes have resulted in a new vision for Hagerty Library. This

“new” vision focuses on four basic principles:

Functional Reorganization.

Technology Integration.

Aesthetic Transformation.

Enduring Design.

In 2010, a second long-range plan was implemented using these principles. Shortly after,

the Hagerty Resurgence Project was created and approved by the university.

Facilities Issues

Though there are numerous structural and aesthetic concerns with Hagerty, the primary focus

has been severe lack of space. The majority of the space needs are associated with seating and

space to store materials. The 2005 space-needs analysis concluded that the library’s total space

deficit is centered on two major issues. These include how and where materials are stored and

the amount and type of seating that is available to students and other patrons.

Initial studies conducted under the Association of Research Libraries (ARL) planning

guidelines indicate that Hagerty Library has a much larger space deficit than originally

anticipated in the facilities master plan. At the time, projections indicated an approximate

deficit of 100,000 ASF (additional square footage) by the year 2006 and 130,000 ASF by 2007.

These deficits proved too large to address, so the University decided to take a pro-active

approach to reducing the library’s space needs.

The outcome consisted of a two part process that planned for a higher percentage of

books and material to be located at a remote storage facility at our Drexel One Plaza location.

This location is unique in that it requires only a small percentage of the floor space used by

traditional shelving. In addition, books that were neither stored nor kept on our shelves were

digitized and cataloged as electronic resources.

In 2006, The University commissioned the Earl Mack School of Law, which is housed in

an adjoining building. The law school’s acquisition of Hagerty’s top floor consumed a

significant amount of space that was previously used for student seating and study space.

Currently, Drexel University Libraries has approximately 1,600 available seats for its patrons.

This is roughly 7% of the student body, far below industry standards of between 10% and 20%.

Recent surveys show the average among peer institutions is closer to 15% (2006, pg.19).

Quite simply, Hagerty Library’s physical environment no longer has the capacity to

properly support its own initiatives. Because the library serves as the gateway to information,

providing students’ and faculty with a foundation to retrieve, process, disseminate, and apply

knowledge, it serves both a critical and integral role in every program within the University

system. All of these issues converge and exhibit the great urgency with which the University

must act to improve its library facilities.

Proposed Program

The Academic Learning Commons

The Academic Learning Commons is the first priority of the Resurgence Plan. The project

focuses on the needs of undergraduate and graduate students. The project creates a social hub

for the campus community, characterized as interactive, convenient, responsive, and human. It

will use elements of renovation and redesign to create a new physical and virtual environment

that will inspire new learning concepts and theories. These initiatives assure that students

leave Drexel University as continuous, adaptive, and resourceful learners. In addition, they will

be armed with the type of critical thinking skills and technical adaptability that is required in

today’s ever-changing global knowledge and/or digital economy.

Goals and Objective – Materials

Space Intention: An active environment for intentional learners to work, with flexible space and

furnishings that they can arrange to create specific areas adjusted to need, and staff from

campus wide partnerships (e.g. The Writing Center) can join the space and assist both

individuals and groups through consultation and instruction. Assistance will be provided via a

“hub” station. Remote assistance will also be available. It will not be a space for relaxation or

entertainment. All program activities will be managed by the library staff.

The space will be a 24 hour, 7 day a week destination for students. It will support

varying lifestyles, bring together the social and academic values of each student, support late

night study, and will provide valuable services (not just a place) making the library a place of

choice, destination, and learning beyond the classroom. The space will be flexible and

adaptable, allowing students to define their own space as much as possible. It will offer various

tools, resources, and support, provide new study environments, improve information access and

evaluation, and provide a balance between electronic and print materials. The space will have

an open and inviting design with few walls (walls create unnecessary barriers). This should

help achieve quiet energy and excitement. Lastly, the Learning Commons will better serve our

graduate students by providing an environment that is more professional, and focused on the

value of students’ needs.

Infrastructure

Reliable wireless access.

Drinking fountains.

Extensive electric access that is accessible in a safe manner.

Trash cans and removal.

Surfaces that are easy to clean and maintain (floors, walls and furnishing)

Communication: A freestanding kiosk with accessible display (requires electric and

internet connection), and multiple forms of information – writing surface for comments,

glassed or more permanent but changeable place for continued information (policy,

service numbers, etc.), and a strong presence of security on site.

Panic Button

Room: A flexible/closable large space that’s retrofitted for small group work. A glassed area

with walls that can be utilized as writing surfaces.

Public Furniture:

Writing surfaces that serve as dividers – movable.

Adequate table surfaces for students.

Modest “soft” seating but as individual seats not group. No couch will be provided.

Staff Need: Individual cubicles – some closed office space (secure) for 6-7 staff members to place

boots, purse, and personal items, etc. Locker bins for mobile electronic devices.

Printing: Designated printing station (staffed). Several network connectors and power sources.

Other Technology:

Projection systems.

Integrated circuitry and wall space for plasma screens.

Networked phone system.

Surveillance cameras.

Extensive wireless environment.

Do Not Want: Vending machines nor lounge furniture (discourages sleeping).

Evaluation

The planning process began in 2006. The initial plan and study focused on the entire Drexel

University Libraries system. Planners, library staff, and outside consultants together

determined that the conventional needs of the library far outweighed the financial practicability

to make improvements.

Under the direction of the University, the planning team began to focus on Hagerty

Library alone. The committee quickly realized that a change from orthodox methods of

development, implementation, and deployment was sorely needed, and that the library (as a

place) must adapt to said change in philosophy by integrating it’s building (and physical

environment) into the fold. The renewed focus resulted in the Resurgence Plan, a more

economically viable project, and one that keenly focuses on the needs of the students.

The process for the Commons was nurtured by all the preliminary planning phases

described in the “proposed program” section of this proposal. The Academic Learning

Commons program strategy was a result of previous plans, the initial study and the new

Resurgence Plan. Each initial study and initiative led to the other. This program proposal is a

result of those studies, which included comprehensive space analysis, code revisions, evaluation

of the facilities audits, etc.

The interior design lay-out of the Academic Learning Commons were pre-empted by

student surveys instead of industry design models. This provided great insight into the wants

and needs of today’s youth. The original plans focused on designing aesthetically pleasing

décor that’s integrated itself into and around the technological hub of the Commons. Students

were issued varying surveys throughout the academic year, and they were physically

distributed to each student by their respective professors in each and every classroom. Students

were also notified through email. Although, library faculty and staff did not physically hand out

surveys, a considerable effort was made to strongly encourage (and remind) students to fill out

them out. Copies of the surveys were readily available inside the library at the circulation desk.

Lastly, mentions of the Commons project and its corresponding survey(s) were featured in

campus wide publications, fliers/posters, emails, television advertisements, and social

networking sites (University of Colorado, 2011).

Budget

Professional Services Site Surveys, Investigations/Reports $ 20,659.00 Total Professional Services $ 20,659.00 Construction Services/Utilities $ 25,062.00 Site Improvements $ 23,000.00 Total Construction Costs $ 48,062.00 Equip. and Furnishings Equipment $ 150,072.00 Furnishings $ 101,250.00 Communications $ 55,000.00 Total Equip. and Furnishings $ 206,322.00 Total $ 275, 043.00

Conclusion

As we march forward into the future we are doing so with renewed ideas, concepts, and

philosophies about space, place, teaching, and learning. This new learning environment will

surely dictate major change in the library as place, and Hagerty Resurgence project represents

an progressive pro-active response to the era in which new learning techniques and processes

are the new enterprises on campus.

References

Spencer, M. (2006). Evolving a new model: the information commons. Reference

Services Review, 34(2), 242 – 247

Cocciolo, A. (2010). Alleviating physical space constraints using virtual space? A study

from an urban academic library, Library Hi Tech, 28(4), 523 – 535

Somerville, M., Collins, L. (2008). Collaborative design: a learner-centered library planning

approach, Electronic Library, The, 26(6), 803 – 820

Forrest, C., Hinchliffe, L. J., Arp, L., & Woodard, B. S. (2005). Beyond classroom construction

and design. Reference & User Services Quarterly, 44(4), 296-300.

Drexel University. (2011) About Drexel.

http://drexel.edu/about/glance/

Drexel University Libraries. (2011) About.

http://drexel.edu/about/glance/

Drexel University: Archives and Special Collections. (2009) Library Records 1929-2000.

http://archives.library.drexel.edu/findingaids/UR.05.002.html

University of Colorado at Boulder. (2006). Student learning commons program plan.

http://fm.colorado.edu/planning/projects/Norlin/documents/NorlinProgramPlanMaster3.pdf

Notes:

This proposal was modeled after an existing “learning terrace” at Drexel Universities Hagerty Library. I was provided schematics, budgets, and statistical material from Beth Ten Have, Head of Academic Partnerships and Information Services. I used this information in order to structure the proposal in a realistic fashion.

Certification

I certify that:

This assignment is entirely my own work.

I have not quoted the words of any other person from a printed source or a website without indicating what has been quoted and providing an appropriate citation.

I have not submitted any of the material in this document to satisfy the requirements of any other course.

_________________________________________________________________________

Name (Print): Shawn A .Woodson Date: 12/08/2011