Technology & Infrastructure Subcommittee Report and I...Technology & Infrastructure Subcommittee Report Introduction Principles 1. Definition of Instructional Technology 2. Adoption

Instructional Facilities Steering Committee Technology and Infrastructure Subcommittee Report 1

Instructional Facilities Steering Committee

Technology & Infrastructure Subcommittee Report

NOVEMBER 2015

Instructional Facilities Steering Committee Technology and Infrastructure Subcommittee Report2

Instructional Facilities Steering Committee Technology and Infrastructure Subcommittee Report I

Xiufeng LiuProfessor and Director, Center for Educational Innovation

Dean HendrixAssistant Director, University Libraries

Denise KrauseClinical Professor, School of Social Work

John PfefferTechnical Program Manager-Learning Spaces, Cit Customer Services

Ron Van SplunderManager of Architectural Support, Senior Architect, Facilities, Planning and Design

Barbara VasbinderService Manager, Cit Customer Services

Michael WalkerDirector of Campus Custodial Services, Facilities Campus Operations

Special Thanks to:Sara ZeitlerAssistant Registrar for Scheduling and Enrollment, Registrar

Acknowledgements

Co-chairs

Mark DeuellDirector, Network and Classroom Services

Members

Peter AllowskiScheduling and Enrollment, Registrar

Laura AmoVisiting Assistant Professor, School of Management

Cheryl BaileyAssociate Director, Capital Planning Group

David CostelloAssistant Dean, Director of IT and Facilities, School ofManagement

Raymond DannenhofferAssociate Dean for Support Services, Pathology and Anatomical Sciences

Gary DargushProfessor and Associate Dean, Mechanical and Aerospace Engineering

Elizabeth FellendorfIT Customer Service Manager (interim), Classroom Technologies

Technology & Infrastructure Subcommittee ReportIntroduction

Principles

1. Definition of Instructional Technology2. Adoption of Technology3. Minimum Criteria4. Equity/Accessibility to all Students5. Evaluation Process for New Technology6. Funding Responsibilities7. Ownership & Planning Responsibilities8. Balance Between Innovation & Standardization

Standards

1. Size, Shape and Geometry of Instructional Spaces2. Quality of Space3. Physical Space Standards4. Signage & Branding5. Functional Capabilities6. Technology Standards7. Physical Space Audit8. Communication9. Physical Space Refresh Cycles, Schedule & Cost Projections10. New Technology Adoption & Retirement Cycle including Cost Projections11. Recommendations for Technologies used Outside of the Classroom

Appendices

A. Building UB: The Comprehensive PlanB. Camera Use PolicyC. Fall 2014/Spring 2015 Facilities Course EvaluationD. Cost Model

Instructional Facilities Steering Committee Technology and Infrastructure Subcommittee ReportII


Introduction

INSTRUCTIONAL FACILTIES STEERING COMMITTEE CHARGE

Instructional facilities are defined as classrooms, seminar rooms, instructional labs, computer labs, on-campus clinics, learning landscapes and cybraries, instructional technologies and other spaces used for the principal purpose of delivering formal instruction to our university students.

The Instructional Facilities Steering Committee (IFSC) is formed to take action and/or as appropriate make recommendations to the Capital Planning Committee on issues regarding policies and implementation of classroom utilization, classroom standards and design and other classroom space issues such as modernizing multimedia technologies and classroom maintenance. Further the IFSC is responsible for evaluating the university capacity for change to our instructional facilities and developing a long term annual plan for renewal based on budget and needs.

This Steering Committee will be consulted when new building projects are being considered to recommend whether and how many and what type of instructional facilities should be included in the building project. The scope of the subcommittee’s work extends beyond centrally scheduled spaces to include all spaces fitting these definitions in local unit space inventories around the university. In addressing such a broad charge, the group must understand that it will bring together and coordinate efforts undertaken by units across the campus.

INSTRUCTIONAL FACILITIES STEERING COMMITTEE ORGANIZATION AND OPERATIONTo operationalize and achieve the goals of this effort, smaller more defined subcommittees under the leadership of the steering committee will be constituted. The following standing subcommittees with members representing cross-functional representation from across academic and academic support units are proposed: Space Utilization, Resource Planning and our committee

represented in this document Technology and Infrastructure.

TECHNOLOGY AND INFRASTRUCTURE SUBCOMMITTEE is charged with providing support and policy recommendations regarding University support and maintenance of the technological classroom infrastructure required to deliver faculty driven pedagogical approaches to learning. Examples of issues that this subcommittee has addressed include:

• Development of University guiding principles for Instructional Technologies utilization; both central and those assigned to units • Create and implement instructional technology plans from university academic plans and technology standards • Provide evaluation and prioritization recommendations for annual classroom upgrade schedules • Evaluate, select, and demonstrate emerging technologies for and with faculty and student review and consideration • Create and implement instructional technology plans to meet university academic plans and technology standards • Translation of Institution-wide instructional technology and infrastructure surveys to action recommendations

BUILDING UB: THE COMPREHENSIVE PHYSICAL PLANThis comprehensive campus master plan was conceived as part of the UB2020 Strategic Plan. It presents a compelling and convincing vision for the future of our campuses. This committee will conform as much as is reasonable and appropriate given the rapidly changing environment.



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Principle 1: Definition of Instructional Technology

Instructional technology is defined as tools and resources that have potential to enhance teaching and learning. Instructional technology is composed of three essential components:

1. Tools and media;2. Resources and systems including learning management systems and learning spaces;3. Pedagogies informed by learning theories.

Instructional technology is often used interchangeably with educational technology. Educational technology is constantly evolving; it may include the following categories:

CONSUMER TECHNOLOGIESe.g., 3D video, drones, mobile apps, quantified self, tablet computing, telepresence, wearable technology.

DIGITAL STRATEGIESe.g., bring your own device (BYOD), flipped classroom, games and gamification, location intelligence, Makerspaces, preservation/conservation technologies.

INTERNET TECHNOLOGIESe.g., cloud computing, the internet of things, real-time translation, semantic applications, single sign-on, syndication tools.

LEARNING TECHNOLOGIESe.g., badges/microcredit, learning analytics, massive open online courses, mobile learning, online learning, open content, open licensing, virtual and remote laboratories.

SOCIAL MEDIA TECHNOLOGIESe.g., collaborative environments, collective intelligence, crowdfunding, crowdsourcing, digital identity, social networks, tacit intelligence.

VISUALIZATION TECHNOLOGIESe.g., 3D printing/rapid prototyping, augmented reality, information visualization, visual data analysis, volumetric and holographic displays.


Principle 2: Adoption of Technology

Principle 3: Minimum Criteria

1. Adoption of instructional technology should take into consideration the learning space in which the technology will be implemented. The intended learning space should maximize the potential for the technology to enhance teaching and learning.

2. Any changes made to a learning space should not undermine the potential adoption of instructional technology. A university committee should be in place to review and approve a proposed change to a learning space.

3. There should be common standards for both university scheduled and department scheduled learning spaces, both physical facilities and technologies.

1. As technology changes and new functionality becomes available at all times, a designated university unit should be charged for ongoing evaluation of emerging technologies.2. Consultation with faculty and students should be an essential part of the process for any instructional technology adoption. A partnership between UB Information Technology (UBIT) and Center for Educational Innovation (CEI) is a recommended practice for alpha and beta testing.3. A systematic process for soliciting inputs from faculty, students, technology specialists, and other university stakeholders, pilot-testing and evaluating technologies, and recommending adoption should be developed and followed for instructional technology adoption. We suggest forming a faculty/ student technology committee with adequate representation from all stakeholders, chaired by CEI and including representation from CIT, Departmental IT Nodes and Central Scheduling.4. Adoption of instructional technology should follow both industry standards and best practices in teaching.5. The primary purpose of instructional technology adoption is enhancement of teaching and student learning; a particular emphasis should be promotion of effective and innovative pedagogies.6. Adoption of instructional technology should take into consideration of life cycles of technology.


Principle 4: Equity/Accessibility to all Students

Principle 5: Evaluation Process for New Technology

Evaluation of current and new instructional technology should be conducted systematically. The evaluation process should start with a clearly identified need for improving teaching and learning. Individuals involved in evaluation should have appropriate expertise and be representative of key stakeholders. Evaluation should take place in a timely manner to ensure that the technology being evaluated remains current.

Selection/prioritization by the faculty/student technology committee followed by the alpha/beta trials utilizing the Computing Center Research and Development (R&D) space and the CEI classroom sandbox respectively. This should be coupled with a procedure to solicit feedback from faculty and students to evaluate effectiveness prior to ruling into production. The process may include field trials in selected rooms coordinated through the regisrars office. The process should consider creating incentives for faculty that agree to invest the additional effort to participate in trials. A dedicated budget should be established for the introduction of new technology. Potential new trials will be prioritized within this new envelope. Major criteria for evaluation should include but not be limited to the following:

1. Pedagogical values for improving teaching and learning;2. Financial viability including maintenance and upgrading;3. Readiness and professional development needs for faculty and student uses;4. Synergy with other adopted technologies;5. Availability and appropriateness of learning space.

To encourage the adoption of new capabilities we recommend the following; • Faculty need time and space to practice with new technologies; it is too high-risk to practice in front of the class and at the cost of compromising course evaluations. An instructional lab where faculty

IMS Global Learning Consortium (Section 2, 2004) defines accessibility in technology as “the ability of the learning environment to adjust to the needs of all learners.”

1. Students should be expected to utilize a personal computer (PC) and/or mobile technology on a regular basis and all objectives defined for a given class should be mindful of access to materials. If materials are not able to be utilized on a mobile device or a student does not possess a mobile device, it is expected students will use a computer to access necessary course materials.2. All campus learning spaces should be equipped with 802.11 (wifi) wireless technology, accessible to all students/faculty/staff at any time through an authentication process. Most devices with wireless capability should be able to connect.3. Students should be expected to possess a basic mastery of technology to participate in the course. The standard shall be authored and maintained by the faculty/student technology committee. 4. Students who need technology accommodations should work with The Office of Accessibility Resources.5. All online courses should meet accessibility standards.6. Specific additional technologies should be made available through a reasonable and equitable request process. Resources should be sufficient where one course/faculty/staff member does not receive preferential treatment, but rather, requests are reviewed by the Office of the Registrar for validity and prioritized based on technology availability.


Principle 8: Balance Between Innovation & Standardization

A high level of standardization is necessary across learning facilities. Standardization maximizes reliability, makes support and maintenance efficient, and provides a common user interface for faculty working in many different spaces. There should be a clear path for upgrading learning facilities on a regular basis. As new instructional techniques and needs become apparent, there should be a path for introducing innovation into the learning environment. Innovation should be limited to a small number of spaces where higher risk is tolerated to ensure stability.

Principle 6: Funding Responsibilities1. Annual funding should be made available for adoption of new instructional technology and upgrade of existing instructional technology. Funding should also be made available annually to maintain and improve the physical space and furniture.2. Technology fees collected from students should be used for instructional technology addition and upgrading3. Budget for instructional technology should also include a proportion for the necessary change and upgrade of learning space.4. It is mandated that all classrooms be updated to the new standards.5. Funding should be made annually to maintain and improve the physical space and furniture.

Principle 7: Ownership & Planning Responsibilities

1. Instructional technology for centrally scheduled classrooms is the responsibility of the university Instructional Facilities Steering Committee. Instructional technology for department scheduled classrooms is the responsibility of the department. 2. A mechanism for sharing department scheduled classrooms should be developed and implemented to maximize uses of instructional technology for student learning.

can drop in or schedule one-on-one time with an expert would be ideal. Bigger workshops that are faculty-centered may be an option (e.g. SmartBoard 101; Keys to Great Instructional Video). • Small grants and/or recognition of using experimental methods or new technologies is a good incentive. Utilize SUNY IITG and UB CEI grants for increasing awareness and adoption of new technology capabilities. • Encourage faculty to include questions about technology in the new course evaluation system; faculty can add questions and see what types of technology are (or aren’t) working and isolate the “effects” of technology without detracting from the other areas in the course evaluation so that instructors are not penalized for possible technology failures. • Create badging programs to encourage higher-level capabilities, create awareness of communities of practice. • Outfit a room for faculty early adopters/experiment with technology. Space should accommodate multiple possible teaching styles. Space should include operating budget and staff to support the space and ideas. We suggest Capen 207 as a possible space.



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The size of a space can be a contributing factor to the type of learning that takes place within these rooms. It would be difficult to expect that a large lecture hall space with fixed seating and tables would be a successful venue for a small, collaborative-learning activity. Conversely, a small, seminar-sized room would not help the institution fulfill the requirement of a large survey course with hundreds of students per sections. Therefore a variety of sizes and shapes must be provided to accommodate didactic, collaborative, flexible, and conversational classroom layouts.

While there are no exact formulas to provide size, configuration, shape and capacity of educational spaces needed to support student success, there are recognized criteria for student learning and success that can be adopted as a basis for the design.

SHAPERoom length and width dimensions can vary significantly. A general guideline is the size classrooms in a 2:3 ratio or 3:4 width to length ratio.

CEILING HEIGHT The depth and slope of the rooms have a direct and critical impact on the required floor to ceiling height of rooms.

In general, the rule is H=D/8 for general viewing (where H=height, D=farthest viewer distance). General viewing is defined as video, film, and simple graphics. For detailed viewing, (detailed graphics or images) divide the above by six, and for inspection (blueprints, x-rays, etc.), divide by four.

CODE REQUIREMENTSRooms with more than 50 occupants are considered to be assembly spaces in the New York State Building Code. These rooms require two exits, separated by a minimum distance. The rooms are required to be separated from their adjacent spaces with the proper fire rated construction.

Rooms with less than fifty total occupants are considered a “B” (business occupancy) and are handled with less restrictive construction.

All spaces greater than three hundred square feet are required to be accessible. The teaching area is considered the work space and therefore must be accessible. All rooms must have the proper exit aisles and door approaches.

There are minimum clearances for both accessible routes and regular exit aisles. Furniture selected and changed over time greatly impacts the capacity of room based on its arrangement.

FRONT OF ROOMApproximately ten feet of open space from the front wall of the room to the front edge of the first row of student seats shall be provided in the Large and Extra Large rooms, with required exit aisles. This allows the instructor to have free movement around the front of the room with access to boards, audio-

Standard 1: Size, Shape and Geometry of Instructional Spaces

2:3 Ratio 3:4 Ratio

Example Width to Length Ratio


visual equipment, lectern/podium, control systems, teacher’s desk, etc. In the Petite to Medium size classrooms, a five foot area in the front of the room is needed. A handicapped turnaround is required for instructors with disabilities.

SIZEOne way to categorize learning spaces is by the number of students supported by the space.

Space Size

Petite

Small

Medium

Large

Extra Large

Student Capacity

Less than 12

13-30 student seats

31-74 student seats

75-150 student seats

150+ student seats

Description

Small group study space (e.g. seminars and upper-level courses)

Seminar room or a lab classroom

Classroom or learning studio

Lecture hall and large group team-based learning (course capture is standard in these rooms)

Lecture hall, meeting halls or convention venues (course capture is standard in these rooms)

Avg. Sq.Ft. Student

20-22 Square Feet

20-50 Square Feet

20-50 Square Feet

17-25 Square Feet

17-20 Square Feet

*All of these spaces are based on furniture layout and access aisles. The ranges for building code average when the space is not yet furnished.

GEOMETRYStandard room entry will be at the back of the room when possible. There is less interruption to the class when late comers arrive.


The following quality aspects should be incorporated in classroom design and operation.

DAYLIGHTClassrooms should be constructed with windows, skylights or clearstory windows that allow the use of daylight for interior illumination. This improves energy conservation as well as providing a more natural and enjoyable environment for learning. There should be a means of controlling light infiltration to reduce glare and allow dimming for projection.

EXTERIOR VIEWSWhen possible, views to the exterior are desired to improve the quality of the learning environment.

INTERIOR VISIBILITYUnobstructed views should be provided from all locations to the materials or people with whom they are expected to interact. For interactive spaces this will require the ability to interrelate face-to-face.

LIGHT CONTROLLighting should be dimmable and controlable to facilitate typical operational modes, not necessarily from the teaching station.

THERMAL COMFORTTemperature, humidity and air circulation should be controlled in accordance with general university standards with doors closed.

ACOUSTIC QUALITYNoise ingress and egress should be controlled and environmental noise from building mechanical systems should be limited to provide an isolated space that allows for concentration on what is happening in the room. Sound absorbing materials should be employed to reduce echo. Amplification in large and extra large classrooms should be provided to ensure adequate volume.

AESTHETICSUse color, shape and textures to provide a stimulating environment that enhances student engagement and the learning experience. Avoid a plain sterile environment.

CONDITION AND FUNCTIONALITY OF AV EQUIPMENTTechnology should be clean and in operating order.

SUPPLIESProvide a supply of chalk, markers, waste baskets, microphone batteries as required, and refresh daily by custodial staff.

CLEANINGClassrooms should be cleaned daily and checked for acute cleaning needs during the day.

Standard 2: Quality of Space


The success of any student is influenced by many variables, still often overlooked is the role of classroom design. Studies have been completed in recent years that show factors in the built environment do affect retention, attention, motivation, learning and academic achievement.

A PALETTE OF LEARNING SPACES

Standard 3: Physical Space Standards

DIDACTIC Traditional Lecture Halls and Classrooms

COLLABORATIVE Learning Studio and Active Learning

FLEXIBLE Flexible Classroom

Capacity: 75 and up

Capacity: 31 - 74

Capacity: 13 - 74


CONVERSATIONAL Seminar Room

CONNECTIVE Meeting Room

EXPERIMENTAL Technology Sandbox

INFORMAL Learning Landscapes

Niches and other spaces of varying size and seating arrangements, located along major circulation paths and carefully designed to comply with life safety codes for egress and movement.

Capacity: 13 - 30

Capacity: 8 - 12

Capacity: 13 - 30

Capacity: Varies


FURNITUREThe style of furniture shall vary depending on the type of room. The following are a list of furnishing used and the minimum requirement.

As furniture at our University often is missing or stolen, it should have radio-frequency identification (RFID) identify and track furniture. This will assist in inventory records, moving, warranty issues and repairs.

Tablet Arm used in traditional classrooms if necessary, as cap size is influenced by furniture size. It is prefered that tables and chairs be used when possible. • shall have a minimum warranty of 12 years • shall have a wide tablet arm

CLASS LABS

Capacity: Varies

Sample RFID tag

Tablet Arm Chair

Tablet Arm Chair Flexible Tablet Arm Chair Steelcase Node Chair

to hold lap top computers and have adequate space between the belly and the tablet • tablet arm shall be storable/ flip down • shall have a wide seat to accommodate students who are physically larger. • shall have a flex back • for flexibility casters may be added

STUDIO

Capacity: Varies


Flexible Tables and Chairs used in flexible classrooms • shall have a minimum warranty of twelve years • tables shall be flip top and nesting • tables shall have ‘pick proof’ edge (PVC or similar) • chairs seat width shall be larger than 20” • chairs should be on casters • chairs should have the ability to nest • shall have a flex back, upholstered or mesh • shall have an upholstered seat • shall have caster style based on flooring material • stool height may be used in last row for improved viewing and ability for students to stand offering a healthier opportunity

Fixed Tables and Chairs used in lecture halls • shall have a minimum warranty of 12 years • tables should include access to power via USB and plug (one set per two students) mounted on front of table (avoid using pop-up surface mounted solutions) • when possible architecturally: two tables per level to provide group work • tables shall have ‘pick proof’ edge (PVC or other) • tables should include modesty panel

Teachers Desk and Chair/Stool used in all classrooms • shall have a minimum warranty of twelve years • shall have casters based on flooring material • teachers desk should also contain a podium • chair should adjust in height to be used at teacher desk and/or teaching station • chairs seat width shall be larger than 20” • shall have a flex back • shall have an upholstered seat

LEARNING LANDSCAPE • shall have a minimum warranty of twelve years • provide a variety of seating for group and individual study o study bars o lounge area o group study

Sample Flexible Chairs & Table

Sample Fixed Chairs & Table

Sample Teachers Desk and Chair/Stool

Sample Learning Landscapes


BARIATRIC SEATING • shall have a minimum warranty of twelve years • not yet required by code, but suggest inclusion in most classrooms if space and design allow • provides safe seating for people up to 500 lbs.

UPHOLSTERYDue to the abuse received on campus; any upholstery used on furniture should be of high performance and include the following attributes:

• Durability - abrasion results exceeding 100,000 double rubs • Seam slippage and performance is a minimum of 45 lbs. in these high traffic areas • Soil/Stain Resistant finish of Crypton • Solution dyed for fade resistance • Cleaning solutions for high traffic areas should include a bleach solution

CODE REQUIRED FURNITUREADA station should be available in all classrooms for use by students in wheelchairs. When not in use, this can be used by instructors for paperwork and other materials. • Minimum 18” deep x 30” wide • Include Handicapped Symbol on surface • This table can also be paired with the bariatric chair

WHITEBOARDS • Roll on style • Minimum two walls in each classroom, wall to wall • Provide chair rail below PROJECTORS AND SCREENSWe will provide space for projection on a wall or on a screen

FLOORS Generally classrooms over fifty student capacity shall be carpet tile, to reduce noise. Other flooring materials may include luxury vinyl tile and/other long wearing surfaces. Class labs should be seamless vinyl tile.

Sample Bariatric Seating

Sample Code Required Furniture

Sample Whiteboards


WINDOWS LEED accredited buildings require operable windows with screens. This may be problematic in everyday use, as it is a security issue and hinders heating, ventilation and air conditioning (HVAC) control.

WINDOW TREATMENTSAvoid horizontal and vertical blinds as they are damaged easily and are difficult to clean. Use of light filtering roller shades is suggested. Electronic control of shades from teaching station is preferred.

CLASSROOM DOORSTo include • View windows • ADA levers • Kick plate on wood doors • Soft closing (to avoid slamming) • Standard locks (keys maintained by janitorial staff) • Touch pads are require where ADA clearance is not available

TEACHING STATIONRefer to technology section

LIGHTING 2’ x 2’ dimmable celling fixtures that are DAHLI controlled from the teaching station.

ELECTRICALElectrical power should be available to as many students as possible. This shall include a USB plug and a regular outlet.

CEILING2’ x 2’ acoustical ceiling tile.

WI-FIClean look (without spider legs) preferably mounted concealed within ceiling

CLOCKSDigital clock (with minimum of 3” high numbers) to be mounted in each classroom; 1 front, 1 back. Larger rooms require larger clock faces.

Sample Window Treatments

Sample Electrical

Sample Lighting

Sample Ceiling

Sample Wi-Fi Sample Clock


Standard 4: Signage & Branding

A branded workspace speaks volumes about an organization’s commitment — to its brand and its people. It signals that the university believes that every employee is critical and each should know his or her role in the big picture. Universities that live their brand this way tend to have more engaged employees, and are in a better position to recruit and retain the best talent.The branded classroom can be a key component to employee and student engagement. Employees and students who work in such an environment acknowledge that it fosters a personal connection to the brand: they see it, understand it, and believe in it.

SIGNAGEOccupancy Limit sign is required for any classroom exceeding 50 cap. We suggest that EH&S does not install in smaller classrooms, as some confusion arises, as the official capacity size does not match the student count. Every effort should be made to include the student count only.

Maintenance signs/stickers are provided in each centrally scheduled classroom are placed by janitorial services on the back of the door. The committee suggests a revamping of the sign and should be placed on the teaching station.

Posting sign is provided as classrooms are renovated. The sign is placed in an acrylic sleeve (Janitorial Services suggest that these are stickers). The floor plan should include seat numbers for instructors use and the cleaning staff should position furniture as shown in the diagram at the end of each cleaning session.

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Existing Preferred

Sample Occupancy Limit Signs

Sample Maintenance Sign

Sample Layout Signs


CODE REQUIRED SIGNAGEADA room ID sign required at each entry door on knob side. Insert should include: Building number and name, classroom (central vs. departmental) and phone number for unlocking.

Sample ADA Signage

ADA Compliant Room Identification Sign 101 Baldy Hall

Centrally ScheduledClassroomCall 645-2025 for classroom access

Paper insert which include contact information

Old ‘black bar’ signs should be removed

BRANDINGUB Interlocking Logo shall appear in each classroom. It shall appear on the teacher’s station in all classrooms and in a larger format within lecture halls which may be brushed aluminum and back lite.

Color PaletteThe colors used within classrooms shall coordinate with the official university colors as shown below. This shall be representative within the accent wall and/or furniture. We understand that additional colors are currently under consideration as part of the ongoing branding study conducted by University Communications.

Sample Classroom with UB Logo UB Communications Color Palette


HONOR CODEIt has been suggested that classrooms with posted honor codes assist in detouring cheating. An honor code for the University at Buffalo is stated as follows: Academic Integrity is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university’s imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas. We would like to develop a graphic including a UB honor code to be posted in each classroom.

ART WORKIt is suggested that we include graphics/art work to brighten up the classrooms and provide visual stimulation.

Sample Honor Codes

Sample Graphic

Capen 257

Sample Art Work


Standard 5: Functional Capabilities

The functional modes that a room can support will depend on the physical layout and room capacity. A description of various space types is provided in Section 3, Physical Space Standards. We do not believe we should try to make every room flexible enough to accommodate every instructional mode, but rather ensure that when is use the room provides a quality experience for the intended use.

We do not suggest that a lecture room should be able to be converted to a small group discussion space, and back to lecture on the fly. A room that is intended to support multiple small groups must be large enough that the groups not interfere with each other. The use of movable furniture and small group study modes will decrease the maximum occupancy capacity of a given space. The technology functions required to support the most traditional classrooms and lecture halls is based on the size of the space.

The standard described is the recommendation for the current point in time. The set of standard capabilities will change over time as new technologies emerge and demand for specific features becomes widespread. This should be regularly assessed by the proposed Faculty/Student technology committee.

The baseline standard is to be deployed in the majority of UB’s smaller classrooms. The standard applies to classrooms that seat up to 49 students. This standard provides capability for display of instructional materials and program audio, access to the internet and applications used for teaching through a permanently installed computer, ability to connect a portable laptop computer and Wi-Fi for simultaneous access to the internet by all students.

The medium, large and lecture standard for 50 or more occupants builds on the baseline standard by adding speech reinforcement, hearing assistance and course capture.

Additional capabilities may be installed in a subset of classrooms that are separately scheduled by Faculty who are looking to specifically utilize those attributes. These attributes include course capture in a small classroom, videoconferencing, simulcast (broadcast video between rooms), dual projection for comparisons, permanently installed student computers, group learning systems, wireless program input from a tablet of phone, alternative computer platform (ex MAC, Linux), and specialized department specific equipment.

Demand for these special purpose capabilities should be regularly assessed and the inventory of classrooms supporting these functions augmented as needed to satisfy demand. The number of different attributes needs to be small enough to be managed by the scheduling office and to ensure reasonable utilization.


Standard 6: Technology Standards

All classrooms, regardless of responsibility for scheduling and maintenance, should possess the same basic level technology supporting the baseline functionality described in section 5 Functional Capabilities. Special purpose or departmentally managed classrooms may be additionally equipped to accommodate the specific needs, but every classroom should be equipped to the minimum standard.

While differentiation of capability is made based on size, there should be no diversity between rooms of the same size. If a room does not meet the minimum applicable standard, then it should not be used as a classroom until it is brought up to standard. The university should adopt a policy that no room will be schedulable through the regular class scheduling tools (Schedule 25) unless it has met minimum guidelines.

The baseline standard for all classrooms includes the following technology components; • Touchscreen control system with standardized menu for input and output selections • Installed PC Computer with multiple accessible USB ports and DVD player • External computer HDMI connection • Document camera • Projector or LCD display (Single Projection (WUXGA 1920x1200, 16:10 Widescreen) sized appropriately for the space) • Widescreen monitor for instructor source viewing • Speakers for program audio with volume control • Telephone • Lighting control • Dense wireless coverage

The medium and large classroom (50+) and lecture hall standard also includes; • Instructor voice reinforcement with lavaliere and handheld microphones • Hearing assist emitters • Course capture cameras and recording appliances


Standard 7: Physical Space Audit

Reporting on cleanliness, physical condition, and furniture functionality: • Weekly physical checks by custodial supervision for cleanliness • Customer Service reports generated from room call sheet, documented by customer service. • Seek collaboration channel with UBit Help Desk to report issues, follow through. • Spring/Winter/Summer Breaks custodial rehabs on floors and physical cleanliness, prepare for students to return. • Dailey reports from custodial staff to supervisor as to physical condition and need for work order placement. • During breaks supervision to access furniture functionality and make adjustments to correct needs. • Assessment of functionality should consist of review of maintenance requests, warranty repairs, and surveys of users both pre and post installation. • Continue nightly cleaning of all rooms. • The standards workgroup should do visual checks of spaces over the course of the semester. • Commonly used items could be stocked in the teaching station locked drawer, chalk, whiteboard markers and microphone batteries • Formalize collaboration between UBit customer service and custodial management. • Establish need and justification for position responsible for maintenance inventory, warranty, tracking, inventory tracking of classroom FF&E (Fixtures, furniture and equipment). • Restore budget for classroom FF&E replacement. Last known figure was $100,000. • Review signage and replace when necessary.


Standard 8: Communication

Web presence: There are two tabs in MyUB that provide resources for classroom technology: the Teaching tab and the Information Technology tab. The two tabs need to have updated and integrated. All faculty traffic should be directed through this portal, and should have information (or links to information) that faculty need in order to maximize efficiency.

Streamlining technological resources for teaching:There should be a direct link under the Teaching Tab on MyUB linking to Look Up Technology page (right now it links to look up combination and then you can click Look Up Technology page). The three types of classrooms listed (Basic, Technology, and Computing Lab) need to be consistent with across the University’s different data repositories and inventories (e.g. scheduling, technology inquiry, etc.). Faculty should have the capacity to search for software specific to the classrooms; this currently only exists for certain classrooms and computing center. Furthermore, we recommend • Include direct link to Look up Technology under Classroom Technology • Include direct link to Course Evaluation data (create a new sub-heading for Course Evaluations) • Include a link to central list of seating charts (see below for further recommendations) • Include a direct link/email to report technological issues; have this information visible in ALL classrooms • Include a phone number for locked classrooms or locked podiums • Include a link to accessibility resources and information

Feedback for troubleshooting, reporting, and change notifications: There should be a common web page for reporting operational issues; this should be located under MyUB - Instructional Technology. Students should also have access to reporting mechanism (e.g. reporting problems with computers in the Cybraries and technology rooms). The University needs to determine the types of issues that arise in classrooms (see Figure 2 for draft) and identify responsible parties (see Figure 2 for draft) For example, hardware and software reporting to UBit, and physical space report should be directed to facilities. There should be an established a procedure for reporting issues. This includes: • a specific procedure for reporting issues where as much information as possible is provided at the time of the report • a 4- to 8-hour turnaround for responding and/or addressing the issues • users designate urgency of the respective issue (e.g. Urgent, Major Problem, Minor Problem)

There should be telephone numbers on the room plaques, outside the door, for situations such as locked classrooms. This support telephone number should be staffed with someone 30 minutes prior to the start of any lecture through the ending time of all lectures. There should be an immediate response for locked classrooms.

There should be a support telephone number available at all podiums for problems encountered prior to the start of lectures for such locked podiums. This support telephone number should be staffed with someone 30 minutes prior to the start of any lecture through the 30 minutes past the start times of the last lectures.

These one or two telephone support phone numbers should not be answered by the helpdesk or, if they are, should NOT be queued with other helpdesk calls. A lecturer and students cannot afford to be on hold while other helpdesk calls are being handled.


ISSUE

Physical Software Hardware

TeacherStation

Student

Computer

Projector

Problem w

ith

existing

Uninstalled

Whiteboard

Markers

ChairDesk

Litter

Locked

Other (Lights)

Contact

Suppo

rt

Descr

ibe t

he

problem

Provi

de

Compute

r ID

Descr

ibe t

he

problem

Iden

tify t

he

Softw

are

Deter

min

e if

provi

ded o

n cam

pus

Reque

st to

Inst

all

Describe the

problem

Figure 2. Example of Flowchart of Classroom Issues related to Technology and Space Maintaining seating charts and seating numbers:There should be an inventory of seating charts for all classrooms available to all faculty. Ideally, this would include (1) a visual representation of the actual space including handicap accommodations and (2) an Excel and/or Word file that allows for listing of seat by row and seat (for seating assignment purposes). This would be searchable such that a faculty member could search for and download the information for all classrooms. The seating charts should be available in MyUB or on the UBIT website that define the classrooms. There should be a method of web form to request a new or updated seating chart. This should be available for non-centrally scheduled classrooms as well. Seating charts need to checked and updated AT LEAST once a semester. The University needs to designate responsibility for whom is responsible for this.


Standard 9: Physical Space Refresh Cycles, Schedule & Cost Projections

History of classrooms refreshed in the past:The current set of centrally scheduled classrooms vary in their FF&E and physical space refresh state. Some have not been refreshed since they were first constructed, some have been refreshed as recently as this year.

From 2009-2014 the Classroom Planning Team refreshed forty two centrally scheduled spaces, accounting for 2,911 seats. This is an average of seven spaces per year. There are approximately 156 centrally scheduled classrooms. At the rate of seven per year, it will be twenty two years until we refresh Knox 20 again, a space that we refreshed in 2014, and originally constructed in 1981.

Given that rooms are used at different levels, by different cohorts of students, and for different purposes, it would seem appropriate for a smaller room with moveable furniture to undergo a refresh more frequently than a lecture hall with fixed in place, more durable, and more expensive furniture. Every year the large lecture halls should be “repaired” so that we are sure that on day one of either the fall or spring semester we know all the seats in the room are working, that the ceiling tiles have been replaced or stained/broken/dirty tiles replaced.

Scope and frequency of refresh:Refresh cycles should be dependent on physical and pedagogical needs. A physical refresh of smaller classrooms should take place every ten years and larger classrooms physically refreshed every fifteen years. Painting and major cleaning, maintenance, and assessment of space should be done at least every three years. Projection screens and whiteboards may require replacement sooner than every ten to fifteen years, and should be part of the three year space assessment.

A typical renovation includes: • Floors • Ceilings • Electrical • Furniture • Updates of Current Building Codes • Technology • Writing Surfaces

A cost model providing a continuous refresh cycle for the existing inventory is attached as Appendix D.


Standard 10: New Technology Adoption & Retirement Cycle including Cost Projections

History of classrooms refreshed in the past:Using the digital standard as a basis for technology refresh dates approximately seventy seven centrally scheduled classrooms have had all of their technology refreshed in the past five years. This leaves approximately seventy rooms remaining to be completely refreshed from a technology perspective, not including an unknown amount of departmental spaces that need a) addition of technology to current standard, or b) refresh of technology to current standard. We estimate that at least seventy five percent of three hundred departmental spaces meet either a or b. This calculation however only applies to complete replacement of virtually all technology, and is being done due to the need to bring all rooms up to the digital standard as soon as possible.

Scope and frequency of refresh:Historically, we have assigned a life span to each piece of equipment in a classroom.For example, a projector has a current life cycle of five years. This is based on a number of factors; past experience, peer, manufacturer, and vendor recommendations, and life of the technology itself.

Component Life Cycle

Teaching Station (cabinet, includes control system, monitor, audio and video switching, input and output panels, visualizer, network switch, phone

Projectors

PC’s

Sound System

7 years

5 years

4 years

10 years


Standard 11: Recommendations for Technologies used Outside of the Classroom

The following should be considered when creating a new student space or renovating existing space that is primarily outside of the classroom.

• Privacy: The area should be designed to provide privacy for group discussions, especially if there is a monitor available to display laptop content. The space and monitor will not be utilized where some form privacy is not provided. However, the privacy provided should be balanced with safety of the group members. There should some form of window or ability to check on the activities of the space. • Monitors/screens: Cables should be provided for any monitor/screen to be used with a laptop. Both VGA and HDMI cables should be made available. Screencasting and wireless content sharing technologies should be considered. Aesthetics of mounting and housing display screens should be a major design consideration. • Whiteboards or writeable walls: the space should provide some form of a whiteboard or writeable wall for the group to use while the groups collaborate and develop their ideas. • Consult with UBit: UBit can help with established standards for these spaces. A discussion about support, replacement parts, supplies, and resolution will help with the decision-making. For example; if a monitor is selected, they can help provide input into the size based on the intended use of the device. • Electricity: The space needs to provide electrical outlets sufficient to support multiple student laptops while meeting electrical code requirements. USB charging outlets should also be provided within the AC receptacle. • Connectivity: The space needs to have Wifi available. • Furniture: The space should provide flexible seating to support the needs of different group uses. In area of high theft or out of public view, the furniture should in some way be secured. • Cybrary: equipment should adhere to the same maintenance and replacement schedules as general- purpose classrooms/centrally scheduled classrooms. • General Purpose and Departmental specific labs should include the ability to show instructor content or other student workspace content at each workspace. • Bring Your Own Device (BYOD) technology needs to be considered for future installations. Collaborative tools such as Solstice (https://www.mersive.com/land/solstice-pod/), Apple TV and others can eliminate the need for cables, and can introduce greater functionality for users. • Makerspaces have become interesting community learning places where people can play, make, and hack together in areas like 3D printers, electronic textiles, robotics, programming, and design. Makerspaces will become more popular and requested in the coming years. Two One-Button Studios are being constructed in the HOTC Silverman Library Project. The creation of a makerspace is extremely specialized, requiring a clear understanding of what the use of the space will be, the support of the space, and the ongoing resource support for the space. It will not be easy to establish a standard for makerspaces, as the intent of them is to provoke experimentation. The output of a makerspace could range from a 3-D printed artifact to a robotically knitted sweater. • Ownership: any of these spaces should have signage that clearly identifies ownership with appropriate contact information.



APP

END

IX A


Building UB: The Comprehensive Plan

ONE UNIVERSITY: DISCOVERYDiscovery is the fundamental work of the university, and it happens in many places on our campuses: in classrooms and labs, dining halls and dorm rooms, on playing fields and on stage. The plan seeks not only to expand and improve these spaces, but also to better connect them in order to multiply the paths to discovery and leverage greater gains from it.

At UB today, discovery is constrained by the physical condition of ou campuses. Most of our facilities were built before ubiquitous access to technology became essential to the intellectual life of a university. They lack the flexible, collaborative, and informal spaces for teaching and learning we need today, as well as spaces for the rapid translation of new research into real-world applications. And student life facilities at UB - from dining and housing to athletics, recreation, arts and culture lack critical mass and are too remote, both literally and figuratively, from academic facilities.

The plan proposes targeted investments in research, teaching, and campus life, guided by three basic concepts:

Mixed uses. Supporting the work of discovery means, in part, facilitating connections - between students and faculty, among researchers, and across departments and disciplines. Planning for a mixture of uses - research, teaching, and student life spaces - can create the opportunity for people to make these connections. Co-locating disparate uses can also yield inefficiencies in space planning, transportation, and capital budgets.

A learning landscape. Where do we learn? Everywhere. We need to create a continuous, immersive environment for discovery that

supports the educational process wherever we are - a learning landscape. To do that, we must change the way we plan, design, manage, and connect spaces for research, teaching, and student life so that the entirety of each campus fosters productive encounters among people and ideas. A fully connected learning landscape will make our campuses more lively and lovable, too.

The learning landscapeA continuous, immersive environment for discovery - a learning landscape - takes advantage of the space between formal instructional spaces.

The Learning Landscape

The 21st-century library. UB Libraries are continuously evolving to support changing modes of research, teaching, and learning. Although digital resources continue to supplant books, the library is still the place to go for help in finding information. With additional space for quiet study, collaborative learning, informal dining and gathering, student services, and tech support, UB’s Heart of the Campus initiative will reconfigure the Capen, Lockwood, and Abbott libraries into central nodes in the learning landscape. The following university-wide strategies build

lab

classroom

seminar

workspace

lecturetheatre

workspace

meetingrooms

breakout

building

socializingdesigning

individualstudy

groupstudy

networking

inventing

eating

co-creating

The following is taken directly from Building UB: The Comprehensive Plan by Beyer Blinder Belle Architects & Planners LLP, Sept 21, 2009.


on these concepts to create opportunities for discovery in ever corner of our three campuses.

FACILITATE INTERDISCIPLINARY COLLABORATIONWork across the disciplines is the state-of-the-art in research, yielding results that cannot be achieved within a single field of inquiry. UB’s strategic strengths initiative organizes faculty excellence in eight focused areas of resaerch for the interdisciplinary development of solutions to socially relevant problems.

While this kind of collaboration occurs because faculty and students across academic units have interests in common and because they take the initiative, the setting can help. The Center for the Arts, for example, combines performance, practice, and gallery spaces for collaboration among musical, theatrical and visual artists. UB’s New York State Center for Excellence in Bioinformatics and Life Sciences houses researchers from several UB health sciences departments and centers, and also hosts research collaborations with institutional partners and private biotech companies. The following actions will improve and expand the setting for interdisciplinary collaboration:

Reorganize the campuses around interdisciplinary work. Some of UB’s schools will migrate to create a broad but coherent interdisciplinary clust at each campus - health sciences schools on Downtown Campus; UB’s urban-oriented professional schools on South Campus; and the College of Arts and Sciences in conjunction with management and engineering on North Campus.

Develop shareable resources. New simulation laboratories and other facilities on Downtown Campus will be shared by the health sciences schools and UB’s partner health care institutions on the Buffalo Niagara Medical Campus (BNMC). A new professional education center on South Campus will be shared by the executive and continuing education programs of the professional

school. A new humanities center on North Campus will be shared by departments in the social sciences, arts and humanities.

Design spaces for collaborative research. As the state of the art evolves, so will UB’s research facilities. The newest School of Engineering and Applied Sciences (SEAS) building includes for different interdisciplinary laboratory types. Future UB research facilities will feature flexible layouts, technology, and infrastructure that can be tailored to host multiple modes of interdisciplinary inquiry, attract research funding, and support faculty recruitment.

Create collaborative campus environments. A university-wide learning landscape of informal spaces outiside the laboratory and classroom, together with an improvide and expanded public realm of comfortable, social indoor and outdoor places connecting campus precincts, will provide fertile ground for collaboration. New faculty hubs, central gathering places, and campus life facilities will further expand the collaborative possibilities for UB faculty and students.

EXTEND THE REACH OF OUR RESEARCH AND KNOWLEDGEA great university teaches its students how to analyze and assimilate the accumulated knowledge of the world. A great research university gives its faculty and students the freedom to work together, create new knowledge, and bring it to the world. This is how academic excellence at UB yields economic benefits for the region.

There are already facilities at UB to help connect faculty inquiry with the application of knowledge to socially relevant problems and its translation into useful products, processes, and services. However, the most important of these facilities, Baird Research Park on North Campus, is physically isolated from locations of teaching and learning, and from the daily rounds of campus life for faculty and students. Moreover, these facilities are inadequate


to accommodate UB’s growing impact as a generator of new jobs and businesses. The following actions will remedy these deficinecies.

Connect research and business development facilities. Development of research-oriented incubators and accelerators depends on the availability of space, ease of transportation, access to consumers, partners, and the labor force - and, most of all, convenient connections. The plan proposes new research facilities that will be closer to and better integrated with offices, classrooms, and laboratories, along with spaces for socializing and collaboration and state-of-the-art facilities for sharing information. Where necessary, appropriate safeguards will be implemented to isolate the potential hazards of lab activity from other kinds of space.

Provide a continuum of knowledge-to-market spaces. From bench, to incubator, to accelerator; on North Campus, the plan proposes a new research loft that will combine reconfigureable lab, incubator, and office spaces connected with dining and informal gathering in a single facility, located between Baird Research Park and the Natural Sciences Precinct at the west end of the Academic Spine. Downtown, the new Global Vascular Institute, UB Clinical Translational Research Center, and UB Biosciences Incubator - completed in 2011 - will combine clinical facilities operated by Kaleida Health with research labs operated by UB faculty, and incubator spaces occupied by start-up businesses based on research conducted at both institutions.

The plan also identifies space on all three UB campuses for the potential development of business and research parks within a short walk from labs, classrooms, and faculty offices. Such spaces include the proerty east of Millersport Highway on North Campus; existing buildings to be vacated by health sciences schools and open sites new the souther end of South Campus; and infll sites on Downtown Campus. The plan also

identifies opportunities for development on appropriately zoned land around each of the three campuses, which will buttress the local tax base.

Collaborate with partners on new facilities. The Multidisciplinary Center for Earthquake Engineering Research (MCEER), in collaboration with Calspan, a long-time industrial resarch partner of UB, is developing a facility dedicated to the testing of full-scale infrastructure components and systems under multi-hazard conditions. Located at Calspan’s 700-acre Ashford Test Facility in Springville, this facility will accommodate large experimental research projects by UB faculty in a variety of infrastructure-related disciplines, including engineering, urban planning, architecture, and geography. The experimental data that will be acquired from this research will populate a national database, placing this facility in a position to become the nation’s flagship testing center in support of the 2009 American Recovery and Reinvestment Act.

SUPPORT WORLD CLASS TEACHINGTeaching and learning at the university level have become increasingly interactive, technology-intensive, collaborative, and project-based to prepare students for the demands of the modern workplace. To recruit the best faculty and equip them to do their best work, universities must provide classrooms that can accommodate these changes, as well as facilities that support teacher development and collaboration.

Student and faculty share a perception that there is not enough instructional space at UB. The reality is that there are 23,000 seats in 660 lecture halls, classrooms, labs, studios, and seminar rooms, and many of those spaces are below the optimal utilization level established by UB. The perception of short supply is, therefore, likely due to other deficiencies, such as:

A wide variation in the quality of technology and aesthetics. For example, a 2009 study by


UB’s Teaching and Learning Task Group found that 75 percent of centrally scheduled spaces had resident technology, such as computer-enabled video projection, compared to only 25 percent of departmentally controlled spaces.

An inappropriate inventory of spaces by size, type, configureation, and location. For example, the instructional spaces in the Ellicott Complex on North Campus are significantly underutilized due to their remoteness from the rest of the academic facilities on campus.

An inadequate system for matching demand with supply. For example, faculty preferences for scheduling classes between 10 a.m. and 3 p.m. work against more efficient space utiliztion.

Supporting world-class teaching at UB requires more than just an adequate supply of instructional spaces with the right sizes, configurations, and amenities. It requires different approaches to desinging, outfitting, maintaining, assigning, and managing those spaces, so that we get the most out of each space. The following actions will ensure that both new and existing instructional spaces support world-class teaching.

Shift toward learner-centered environments. While there will continue

to be a need for the traditional lecture halls and classrooms that facilitate teacher-centered, passive learning, UB must also provide the full spectrum of spaces necessary to support learner-directed, active learning through demonstrations, simulations, case studies, experiments, and hands-on analysis and problem-solving. This shift should be accompanied by an emphasis on flexile spaces and the incorporation of longer blocks of class time into the scheduling grid to allow for more active teaching and learning activities and the effective use of reconfigurable settings.

Update UB’s design guidelines for instructional spaces. In particular, compared to existing spaces, new and renovated spaces should feature:

A higher level of technology as an integral part of classroom design, with support and interconnectivity for student-owned devices such as laptops;

Adaptability to accomodate a wide variety of teaching and learning styles and changes in technologies, with multiple seating and viewing arrangements;

High environmental quality, aesthetic quality, and maintenance levels to convey an atmosphere of professionalism and support student and teacher performance; and

A classroom designed for self-directed learning typically requires more space, but can also be adapted to multiple uses more easily. The examples to the side show the variation in size of room for 20 students, based on the intended pedagogy.

Instructor-Directed Learning Self-Directed Learning

Area per person:15-18 sfRoom Area:300-360 sf

Area per person:20-30 sfRoom Area:400-600 sf

Area per person: 25-35 sfRoom Area: 500-750 sf

Designing for Self-Directed Learning


Integration with the broader learning landscape to provide a social context for classrooms and a learning context for adjacent social spaces.

More detail on instructional space design is provided in the plan’s design guidelines, but one strategy in particular deserves further description here:

Convert tablet-arm chairs and other dixed-seat configurations to moveable tables and chairs. Currently, fixed furnishings comprise the majority of UB’s classroom seats. Flexible furnishings provide adaptability, facilitate group work, allow students to spread out papers and laptops, and create a lower-density environment that allows teachers to freely move throughout the space during teaching and testing periods. While they require more space per student, flexible furnishings allow a space to be used for a wider variety of teaching methods, and can improve the utilization rate for the space.

Repurpose unsuitable instructional spaces. Some existing spaces present insurmountable obstacles to meeting the standards above, or are otherwise intractably compromised by their size, location, or accessibility issues. The spaces most incompatible with world-class teaching should be repurposed for other uses such as offices or informal study, dining, and gathering spaces, or incorporated into learning corridors.

Provide more small-scale spaces, such as seminar rooms. A 2004 study by UB’s Office of Institutional Analysis found that students were spending less time in large lectures and more time in laboratories, class-labs, small classrooms, and seminar rooms, a trend that has continued. In particular, centrallly scheduled small spaces that are bookable on demand are the most likely to get higher utilization and to be used at all hours.

Shift more seats from departmental to central control. As demonstrated by the Teaching and Learning Task Group findings, centrally scheduled spaces offer a better chance at meeting the updated design standards described above because the design and outfitting of departmentally controlled spaces must compete against other departmental spending priorities. It is desirable to maintain some spaces under departmental control for purposes of departmental functionality and identity; where possible, however, these spaces should be made available (bookable on demand) to other departments when not in use.

Shift to a mixed multispace model for class scheduling. Currently most classes are assigned a particular room for the duration of the semester, and share it with other classes. As a result, most rooms are highly generalized multipurpose spaces, with amenities evely distributed among them. The plan proposes a scenario in which classes are assigned a single multipurpose “home base,” but frequently

Current Fixed vs. Free Seats

Percentage of Seats By Number of Rooms By Number of Seats

Current Departmental vs. Central Spaces

Centrally managed spaces are fewer in number, but on average much larger in size, than departmentally controlled spaces. UB needs more small, centrally managed spaces.

Classrooms and Seats

Flexible22%

Fixed78%

Flexible22%

Fixed78%

Central44% Depart-

mental56%


use other specialized spaces, each with high levels of amenities, that can be reserved for a certain number of hours per week but are otherwise free for general university use. At the same time, when a class is not using its home base, it can be made available to others.

Capitalize on decanal migration to achieve these changes. Many new academic buildings will be built under the plan. However, the majority of instructional spaces will continue to be in existing buildings. One advantage of the proposed redistribution of schools and academic programs is that it will create opportunities for large-scale building renovations - including classroom reconfiguration - as departments shift from one campus to another.

STIMULATE LEARNING EVERYWHERE ON OUR CAMPUSESThe learning landscape we seek to create requires more than improvements to formal spaces for instruction. At UB today, students and faculty already make use of other kinds of spaces. But many of these spaces were not designed to support learning. Across our campuses, students are sitting on hallway floors outside classrooms and working on laptops with batteries running down because there are no chairs or outlets nearby. Faculty and staff are convening at bars and cafes off campus because there are few comfortable on-campus settings conducive to meeting, eating, and getting work done, and even fewer that are open after-hours.

The plan proposes the creation of a network of informal spaces to support the various habits of UB’s student population with more learning options, to provide technology and other amenities to enhance both teaching and learning, and to reinvigorate the culture of discovery at UB.



APP

END

IX B


Camera Use PolicyCameras may be installed in an instruct ional space for a variety of reasons, for example: • Exam Monitoring • Course Recording • Anti-theft/Vandalism • Remote Assistance for Classroom Users

Clear guidelines should be established for cameras in instructional spaces covering: • Who has access to enable/disable cameras • Who has access to live feeds • Who has access to recorded content • Who needs to give consent to be on camera • Who needs to give consent to be recorded • What constitutes consent • How long will recorded content be stored • Who is responsible for deleting content

Note to aid discussion: • Cameras are currently employed for exam monitoring in: Knox 20, Farber 150 (Butler Aud), and Farber G26 • Cameras are currently deployed (but not operational) for remote assistance in: Clemens 120, • Cameras are currently deployed for course recording in: Baldy 200G, Bell 340C, Davis 101, Jacobs 106, Diefendorf 146,147,148, Kapoor 125, 190, 264 Kimball 108, 126, Farber G26, 144, 150


APP

END

IX C


Fall 2014/Spring 2015: Facilities Course Evaluation Quantitative Results:

Please rate your satisfaction with the instructional facilities for the course: Strongly Dissatisfied=1, Dissatisfied=2, Satisfied=3, Very Satisfied=4

Classroom Space Recitation Space Lab Space Classroom Technology

N

Valid 72984 34981 43537 71245

No Response/ Not Applicable 30898 68901 60345 32637

Mean 3.50 3.49 3.48 3.49 Std. Deviation .736 .712 .723 .724

Classroom Space Recitation Space Lab Space Classroom TechnologyStrongly Dissatisfied 1994 1169 1049 1903Dissatisfied 4655 2078 1640 4078Satisfied 21257 14522 11711 22212Strongly Satisfied 45078 25768 20581 43052

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2014/Spring 2015: Facilities Course Evaluation


Building Classroom Space Recitation Space Lab Space Classroom Technology

Achesn Mean 3.86 3.92 3.76 3.86 N 22 13 17 22 Std. Deviation .351 .277 .562 .351

Alfier Mean 3.69 3.68 3.58 3.68 N 1867 940 675 1858 Std. Deviation .609 .605 .708 .615

Alumni Mean 3.49 3.48 3.49 3.51 N 1589 770 672 1387 Std. Deviation .747 .714 .669 .686

Anders Mean 3.80 3.93 3.85 3.34 N 35 14 13 32 Std. Deviation .531 .267 .376 .787

Baird Mean 3.40 3.58 3.55 3.33 N 475 177 170 414 Std. Deviation .839 .679 .722 .904

Baldy Mean 3.43 3.47 3.47 3.43 N 5510 3158 2221 5304 Std. Deviation .773 .723 .724 .770

Bell Mean 3.42 3.41 3.41 3.41 N 710 462 307 654 Std. Deviation .755 .742 .700 .740

Bioed Mean 3.63 3.60 3.62 3.56

Anderson ArtGallery

DowntownCampus

EllicottComplex North Campus Off Campus

(US Only) South Campus

Classroom Space 4.00 3.52 3.45 3.51 3.59 3.48Recitation Space 4.00 3.21 3.45 3.49 3.61 3.48Lab Space 4.00 3.21 3.47 3.49 3.55 3.46Classroom Technology 3.67 3.42 3.41 3.50 3.41 3.48

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50


N 496 340 495 510 Std. Deviation .735 .775 .733 .785

Biores Mean 3.56 4.00 4.00 3.56 N 9 4 4 9 Std. Deviation 1.014 0.000 0.000 1.014

Butler Mean 4.00 4.00 4.00 4.00 N 9 7 7 9 Std. Deviation 0.000 0.000 0.000 0.000

Capen Mean 3.50 3.48 3.42 3.45 N 2157 1001 764 2039 Std. Deviation .696 .666 .706 .723

Cary Mean 3.64 3.88 3.75 3.69 N 33 16 32 32 Std. Deviation .653 .342 .508 .535

Cell Mean 3.33 2.50 2.88 N 9 4 8 Std. Deviation .500 1.291 .835

CFA Mean 3.58 3.57 3.59 3.52 N 1065 489 584 1012 Std. Deviation .681 .659 .659 .731

Clark Mean 3.38 3.52 3.51 3.35 N 141 67 71 102 Std. Deviation .883 .785 .808 .886

Clemen Mean 3.34 3.39 3.43 3.40 N 4951 2473 1717 4521 Std. Deviation .811 .757 .696 .744

Coe Mean 3.75 3.67 3.00 3.75 N 4 3 2 4 Std. Deviation .500 .577 0.000 .500

Cooke Mean 3.40 3.44 3.42 3.40 N 1670 1019 881 1607 Std. Deviation .842 .784 .810 .822

Crltn Mean 3.33 3.33 3.33 3.33 N 3 3 3 3 Std. Deviation .577 .577 .577 .577

Crosby Mean 3.11 3.18 3.12 3.13 N 745 469 484 696 Std. Deviation .936 .837 .897 .898

Davis Mean 3.57 3.40 3.36 3.56 N 933 688 459 925 Std. Deviation .649 .747 .788 .670

Dfn Mean 3.43 3.44 3.45 3.48 N 6197 3045 2827 6045 Std. Deviation .781 .740 .746 .712

Dfn_A Mean 3.36 3.32 3.24 3.18 N 682 477 639 691 Std. Deviation .862 .925 .941 .958

Dislng Mean 3.20 3.10 3.20 3.33 N 10 10 10 21 Std. Deviation .919 .876 .919 .658


Farber Mean 3.60 3.58 3.60 3.49 N 558 210 212 588 Std. Deviation .702 .638 .595 .778

Filmor Mean 3.42 3.43 3.44 3.39 N 1194 501 490 1094 Std. Deviation .823 .765 .725 .792

Foster Mean 3.55 3.49 3.80 3.52 N 47 35 20 46 Std. Deviation .855 .887 .410 .809

Frnczk Mean 3.53 3.51 3.44 3.52 N 1458 885 980 1445 Std. Deviation .715 .695 .751 .691

Furnas Mean 3.73 3.69 3.75 3.79 N 60 36 81 57 Std. Deviation .634 .749 .643 .559

Greiner Mean 3.77 3.89 4.00 3.77 N 22 9 5 26 Std. Deviation .429 .333 0.000 .430

Hayes Mean 2.71 2.23 2.52 2.56 N 28 22 21 27 Std. Deviation 1.243 1.110 1.167 1.086

Hayesb Mean 3.08 3.22 3.13 3.19 N 167 95 97 162 Std. Deviation .810 .746 .786 .724

HayesB Mean 2.00 4.00 N 1 1 Std. Deviation Hayesc Mean 3.36 3.37 3.37 3.42 N 117 89 111 118 Std. Deviation .737 .858 .774 .766

Hoch Mean 3.43 3.41 3.48 3.45 N 1969 1232 1206 1872 Std. Deviation .738 .704 .671 .686

Jacobs Mean 3.56 3.58 3.54 3.58 N 3199 1744 1473 3147 Std. Deviation .710 .662 .693 .677

Jarvis Mean 3.38 3.27 3.29 3.20 N 91 52 110 99 Std. Deviation .553 .689 .654 .795

Kapoor Mean 3.59 3.54 3.51 3.57 N 1745 1019 721 1742 Std. Deviation .641 .639 .669 .652

Ketter Mean 3.48 3.58 3.48 3.59 N 124 59 52 111 Std. Deviation .727 .593 .779 .653

Kimbal Mean 3.63 3.61 3.57 3.60 N 2163 1142 1205 2160 Std. Deviation .641 .618 .673 .647

Knox Mean 3.59 3.51 3.52 3.57 N 6834 4364 3281 6595


Std. Deviation .670 .695 .693 .671 Lockwd Mean 3.86 4.00 4.00 4.00

N 7 3 3 7 Std. Deviation .378 0.000 0.000 0.000

Math Mean 3.63 3.64 3.53 3.58 N 468 370 180 447 Std. Deviation .624 .602 .664 .648

Norton Mean 3.55 3.53 3.55 3.52 N 3107 2408 1434 2963 Std. Deviation .717 .708 .702 .709

Nsc Mean 3.51 3.46 3.46 3.48 N 8017 6103 4396 7636 Std. Deviation .689 .702 .705 .698

Obrian Mean 3.56 3.51 3.45 3.50 N 3676 1603 1084 3383 Std. Deviation .705 .708 .780 .725

Off Mean 3.45 3.47 3.51 3.44 N 82 49 65 89 Std. Deviation .651 .616 .590 .673

Park Mean 3.50 3.51 3.48 3.50 N 1913 1342 868 1817 Std. Deviation .688 .639 .661 .673

Parker Mean 3.36 3.45 3.31 3.40 N 277 176 181 278 Std. Deviation .909 .708 .805 .766

R25 Mean 3.47 3.47 3.38 3.34 N 38 17 24 38 Std. Deviation .647 .800 .711 .745

Rpblsc Mean 3.46 3.17 3.00 3.33 N 24 12 8 24 Std. Deviation .721 .835 .926 .702

Rsrch Mean 3.65 3.44 3.67 3.70 N 20 9 3 20 Std. Deviation .671 .726 .577 .470

Slee Mean 3.94 4.00 4.00 3.78 N 17 2 1 9 Std. Deviation .243 0.000 .441

Spldng Mean 3.55 3.36 3.46 3.16 N 58 28 39 58 Std. Deviation .680 .621 .720 .951

Squire Mean 3.60 3.64 3.63 3.53 N 206 146 134 206 Std. Deviation .645 .562 .645 .710

Studen Mean 3.62 3.50 3.57 3.62 N 39 8 7 34 Std. Deviation .544 .535 .535 .551

Talbrt Mean 3.54 3.50 3.48 3.49 N 1957 1371 942 1849 Std. Deviation .671 .688 .692 .718

Wende Mean 3.55 3.52 3.51 3.46


N 913 384 360 918 Std. Deviation .655 .674 .700 .704

Wilksn Mean 3.55 3.58 3.59 3.50 N 272 153 176 264 Std. Deviation .737 .749 .703 .770

Above the Mean Below the Mean *Not including ARR or Unknown

Unique Rooms: Bottom 15% sorted lowest to highest in each category

Classroom Space Recitation Space Lab Space Classroom Technology

Building Room Mean Building Room Mean Building Room Mean Building Room Mean

Cary 231 2.00 Nsc 245 1.00 Rpblsc 5-130 2.00 Nsc 245 1.00 HayesB 01K 2.00 Nsc 608 2.00 Wende 24 2.00 Baird B3 2.00 Crosby 335 2.30

Rpblsc 5-130 2.00

Crosby 335 2.14 Baldy 381 2.00

Rpblsc 5-130 2.33

Crosby 335 2.14 Obrian 533 2.30 Farber 206 2.00

Frnczk 336 2.50 Hayes Arr 2.23 Cfa 117 2.48 Crosby 150 2.22 Parker 110 2.50

Cell 314 2.50 Clark 205 2.50 Rpblsc 5-

130 2.33

Baldy 320 2.67 Cfa B24 2.50 Wende B08 2.50 Baird 318 2.40 Hayesb 8 2.67 Clark 205 2.50 Hayes Arr 2.52 Alumni 284 2.55 Nsc 608 2.67 Crosby 150 2.57 Crosby 150 2.63 Cooke 248 2.55 Hayes Arr 2.71 Parker 110 2.60 Nsc 608 2.67 Hayes Arr 2.56 Crosby 40 2.75 Frnczk 246 2.75 Bell 340C 2.71 Nsc 608 2.67 Parker 22 2.75 Cfa 117 2.79 Hayesb 1 2.83 Crosby 335 2.70 Hayesb 1 2.78 Clemen 104 2.87 Cooke 248 2.86 Parker 110 2.70 Baird 318 2.80 Cooke 248 2.91 Parker 22 2.86 Baldy 14A 2.73 Alumni 284 2.83 Clemen 108 2.92 Crosby 40 2.90 Clemen 1030 2.77 Bioed 262 2.85 Nsc 350 2.94 Obrian 12 2.94 Frnczk 246 2.77 Cooke 248 2.85 Clemen 117 2.97 Baldy 14A 2.97 Hayesb 8 2.78 Crosby 150 2.92 Parker 22 2.98 Alumni 121 3.00 Baldy 476 2.78 Clemen 104 2.92 Alumni 121 3.00 Alumni 188 3.00 Filmor 343 2.80 Park 366 2.93 Alumni 188 3.00 Alumni 280 3.00 Baldy 200C 2.84 Baird B33 2.94 Alumni 280 3.00 Baldy 320 3.00 Filmor 102 2.85 Baldy 218 2.95 Alumni 284 3.00 Cfa 208 3.00 Cell 314 2.88 Baldy 560 2.97 Baird 318 3.00 Cfa B24 3.00 Cfa Arr 2.88 Alumni 280 3.00 Baldy 320 3.00 Coe B3301 3.00 Baldy 479 2.88 Baldy Arr 3.00 Cfa B77 3.00 Cooke 508 3.00 Frnczk 304 2.88 Biores 101 3.00 Clemen 902 3.00 Crosby 205 3.00 Crosby 205 2.90 Crosby 305 3.00 Crosby 305 3.00 Farber 136 3.00 Cfa 117 2.90 Farber 240 3.00 Farber 136 3.00 Farber 25 3.00 Clemen 218 2.92 Farber G26 3.00 Hayesb 1 3.00 Kimbal 520 3.00 Clemen 1004 2.95 Kimbal 532 3.00 Kimbal 520 3.00 Math 235 3.00 Cfa B83 2.96


Math 235 3.00 Math 235 3.00 Nsc 411 3.00 Clemen 104 2.97 Nsc 411 3.00 Nsc 660 3.00 Obrian 504 3.00 Baldy 555 2.98 Nsc 660 3.00 Obrian 533 3.00 Park 142 3.00 Crosby Arr 3.00 Park B75 3.00 Park 142 3.00 Park 502 3.00 Farber G26 3.00 Squire 112 3.00 Rpblsc 2201 3.00 Parker 110 3.00 Alumni 188 3.00 Wende B08 3.00 Filmor 102 3.07 Rpblsc 2201 3.00 Baldy 320 3.00 Cfa 117 3.02 Crosby 205 3.07 Rpblsc 4201 3.00 Biores 101 3.00 Crosby 301 3.04 Hoch 307 3.09 Clemen 640 3.00 Cary 122C 3.00 Clemen 606 3.05 Dislng 3.10 Jacobs Arr 3.05 Cfa B24 3.00 Baird 327 3.08 Cooke Arr 3.11 Crosby Arr 3.08 Clark 205 3.00 Baldy 200C 3.09 Baldy 200C 3.14 Dfn 206 3.08 Clemen 708 3.00 Clemen 107 3.10 Hayesb 8 3.14 Frnczk 200 3.09 Clemen 734 3.00 Filmor 355 3.12 Clemen 206 3.15 Clemen 104 3.09 Crosby 305 3.00 Clemen 108 3.13 Baldy 218 3.16 Baldy 214 3.10 Farber 25 3.00 Baldy 14A 3.13 Clemen 1030 3.16 Frnczk 304 3.11 Kimbal 532 3.00 Clemen 215 3.14 Park 502 3.16 Baldy 560 3.11 Nsc 660 3.00 Dfn 202 3.14 Bioed 262 3.17 Baldy 218 3.11 Park B75 3.00 Crosby 205 3.15 Frnczk 200 3.17 Filmor 102 3.12 Rpblsc 4201 3.00 Alumni 190 3.17 Frnczk 324 3.17 Baldy 200C 3.14 Squire 112 3.00 Bell 325 3.18 Crosby Arr 3.18 Hayesb 8 3.14 Wende B08 3.00 Baldy 474 3.18 Frnczk Arr 3.19 Dfn_A 30 3.16 Crosby 40 3.00 Nsc 350 3.18 Cfa 218 3.20 Clemen 1030 3.18 Parker 22 3.01 Wende 24 3.18 Baird B33 3.20 Hoch 307 3.19 Alumni 190 3.06 Obrian 533 3.19 Cfa B13 3.20 Baird 327 3.20 Park 545 3.08 Hayesb 7 3.19 Clemen 734 3.20 Crosby 305 3.20 Cfa 235 3.08 Clemen 217 3.19 Crosby 115 3.20 Dislng 3.20 Filmor 325 3.09 Hoch 212 3.19 Bell 325 3.21 Hayesb 7 3.21 Baldy 560 3.12 Filmor 325 3.19 Clemen 215 3.21 Dfn 4 3.21 Dfn_A 30 3.12 Frnczk Arr 3.20 Baldy 14A 3.22 Crosby 320 3.21 Bioed 358 3.13 Clark 205 3.20 Furnas 206 3.22 Frnczk Arr 3.22 Hayesb 1 3.13 Dislng 3.20 Filmor 355 3.22 Crosby 301 3.22 Nsc Arr 3.13 Farber Arr 3.20 Crosby 301 3.23 Capen 110 3.23 Baldy 474 3.14 Park 142 3.20 Obrian 12 3.23 Frnczk 324 3.25 Spldng 158 3.15 Clemen 117 3.20 Baldy 560 3.23 Baird 227 3.25 Spldng 155 3.16 Clemen 220 3.21 Dfn 202 3.24 Clemen 734 3.25 Crosby 320 3.18 Baldy 214 3.21 Dfn_A 30 3.25 Filmor 325 3.25 Clemen 215 3.18 Dfn 4 3.22 Clemen 102 3.25 Obrian 8 3.25 Obrian 533 3.18 Cfa B13 3.22 Baird 227 3.25 Kapoor 264B 3.27 Frnczk 324 3.19 Crosby Arr 3.23 Cfa 208 3.25

Frnczk Arr 3.20

Dfn 2 3.24 Clemen 107 3.25

Park 366 3.20 Baldy 476 3.24 Filmor 325 3.25

Jarvis 216 3.20

Baldy 479 3.24 Spldng 158 3.25

Filmor 355 3.21 Squire 250 3.25

Cfa 208 3.21


Qualitative Comments:

Comments solicited if students selected “Strongly Dissatisfied” or “ Dissatisfied” for questions referring to

facilities and/or technology.

Theme N=327 %

Desks-Broken 1 0.3 Desks-Cleanliness 1 0.3 Desks-Noise 2 0.6 Desks-Size 6 1.8 Desks-Uncomfortable 1 0.3 Desks-Unsafe 1 0.3

DESKS-TOTAL 12 3.6 Environment 13 4.0 Environment-Cleanliness 5 1.5 Environment-Lighting 4 1.2 Environment-Noise 7 2.1 Environment-Smell 4 1.2 Environment-Temperature 14 4.3

ENVIRONMENT-TOTAL 47 14.3 Technology-Missing 14 4.3 Technology-Outdated 15 4.6 Technology-Problems 51 15.6

TECHNOLOGY-TOTAL 80 24.5 Seating-Arrangement 14 4.3 Small-Crowded 91 27.8 Too Big 4 1.2

SIZE-TOTAL 109 33.3 Labs 2 0.6 Location 7 2.1 Other-Disorganized 1 0.3 Other-Unsafe 1 0.3

OTHER-TOTAL 11 3.3 N/A 68 20.8



APP

END

IX D


Classroom Refresh CostsLifecycle Replacement Projection20151006 msd

Cost Component Quantity Cycle Cost EachAverage

Annual Cost

Centrally Scheduled/Managed SpacesFacilities Rehab/Refresh

Classrooms 111 10 $120,000 $1,332,000Lecture Halls 34 15 $250,000 $566,667

Technology refreshTeaching Stations 145 7 $25,000 $517,857Projectors

small 110 5 $2,000 $44,000medium 23 5 $10,000 $46,000large 12 5 $20,000 $48,000

PC's 145 5 $2,000 $58,000Sound System 43 15 $10,000 $28,667wireless 145 7 $10,000 $207,143

Total Centrally Scheduled/Managed $2,848,333

Code Compliance (one time) 10 $200,000 $2,000,000

Departmentally Scheduled/Maintained

Facilities costs (labor and materials) Classsrooms 100 10 $12,000 $120,000Lecture Halls 3 15 $250,000 $50,000conference rooms 300 15 $35,000 $700,000special purpose rooms 100 10 $200,000 $2,000,000

Classsrooms (TS, Proj, PC, Wireless) 100 7 $47,000 $671,429Lecture Halls (TS, Proj, PC, Sound, Wireless) 3 7 $67,000 $28,714conference rooms (proj) 300 7 $10,000 $428,571special purpose rooms (TS, Proj) 100 7 $35,000 $500,000installlation labor (Vendor) 503 7 $10,000 $718,571

Total Departmental Scheduled/Managed 503 $5,217,286

UB Labor requirements for departmental workDepartmental Rooms refreshed per year 71.85714UB labor for technology design and installation oversight 80 hours/spaceUB Technology Labor requirement 5748.571 hours/yearAdditional Number of people 3.832381 FTESalary @ $50k/FTE $191,619

UB Labor for FP&D Des. and Cnstrct. oversight 200 hours/spaceUB FP&D Labor requirement 14371.43 hours/yearAdditional Number of people 9.580952 FTESalary @ $50k/FTE $479,048

UB FP&D Des & Cnstrct. Mgt. Overhead (9%) $469,556

Cost Model



Documents

Technology & Infrastructure Subcommittee Report and I...Technology & Infrastructure Subcommittee Report Introduction Principles 1. Definition of Instructional Technology 2. Adoption