Working Together: Brock Universitys New Matheson Learning Commons Kevin Manuel & Justine Cotton

Working Together: Brock University’s New Matheson Learning Commons

Kevin Manuel & Justine Cotton

Today’s presentation

2008 CLA Library Research and Development award

Online SurveyFocus Groups 1st phase – Jan 2009Presented OLA Superconference 2009Focus Groups 2nd phase – March 2009Preliminary findingsNext steps

Before Renovations – June 2007

After Renovations – Sept 2008

http://www.flickr.com/photos/brock_library

Places to study…

Lots of computers…

Group work…

Partnerships…

Services…

Take a break…

The survey…

• Ethics approval• Online survey for one

month• Library homepage• For students• 16 questions• Recruit sample

population• 138 responses

Focus Groups (Phase 1)

• Ethics approval• $20 book store gift

certificate incentive• Refreshments• Circle discussion• Moderator• Note taker• Whiteboard

Focus Group (Phase 1)

• 49 signed up• 21 attended• 4 sessions at

different days and times

• 45 minute discussions

• Icebreakers• Informal discussion

Focus Group (Phase 1) themes

• What are the perceptions of students when comparing the previous library space to the new Learning Commons design?

• How are students using the combined resources provided in the Learning Commons?

• How are students actually using the space in the Learning Commons for collaborative work?

• Does the new environment promote learning, encourage engagement and contribute to student success?

Focus Group (Phase 1) findings

• ‘Old library’– Not welcoming– Not enough group study– Needed more computers– Services crowded– “the old Library was from the dinosaur

age!”

What students liked about the LC

• Open concept• Better lighting• Very Organized• Various seating

arrangements• Comfort of sofa

areas• Group study rooms• Starbucks• More access to

reserves

• More computers• More computer

plugs• More space for

laptops• “Laptop Wall” (note

– meaning the wall along the window with all the plugs)

• Informal learning environment

Patterns of Use

• Studying– Individual– Group– Combinations– “I like to study

alone first and then use study rooms, couches or tables near the café afterwards”

• Social– “Nice to unwind here

after studying”– “It helps being with

friends to work on an assignment”

– “I’m here from 7am-7pm”

– Computers “it’s more social use like Facebook”

Collaborative Work

• Can work with your group quietly and then talk

• “Everyone can meet in the study rooms, everyone knows where it is”

• Convenience

Promoting Learning

• Provides options for learning: individual study, quiet, group study, it provides options for different types of study

• Enjoy the academic setting – it’s not just social

• It does contribute to students’ success overall

• “It’s nice to know this building is for learning”

Highlights

• “I’d rather come here to study because it is bright and modern, and everything I need is nearby”

• “It encompasses everything a university should have – I wish the rest of the library was like this”

• “I live here”• “Don’t know what I

did without it”• “There is more

opportunity to do work”

• “The pros outweigh the cons, I’m really happy that Brock decided to do this”

Possible Improvements

• More sofas and chairs

• More tables for studying

• Open earlier/later• Improve line for

circulation/reserves• Easier

photocopying

• More group rooms• Easier access to

group rooms• Longer booking

time for group rooms

• More computers• More plug outlets

What do these products have in common?

Starbucks Cinnamon Dolce Latte

Lancome 2000 et Une Rose perfume

They prove the power of customer feedback!

Marketing is most effective when…

• it is aligned with what your customer needs (vs. what you think they need)

• you know the best ways to reach your customers

Focus Groups – Phase 2

• 22 participants

• same design as Phase 1, different questions

• promoted widely on campus

Themes

• How do students communicate with one another?

• What are they doing on campus and how are they finding out about events?

• How can we best communicate LC resources/services?

Themes

• What else could the LC offer to enhance the student experience?

• How can we better use existing LC communication features?

Highlights

• students use a variety of communication tools (email, facebook, texting) but they value face-to-face communication

• for many, facebook=social, email=scholarly

• students were overwhelmed by messages on campus

• students loved to share ideas and their own experiences

Outcomes

• more creative use of existing communication tools

• increased and diversified our efforts• created promotions that include an element

of surprise• more collaboration with campus partners• higher level of comfort with feedback (good

and bad)

and…we have continued the dialogue

enhancing existing tools

increasing/diversifying communication

adding an element of surprise

collaboration

comfort with feedback

ongoing dialogue

• fall 2009 – student advisory group launched

• relationships with student union (BUSU)

• flip charts in the Library to ask questions

• March 2010 – LibQUAL+

tips for your library

• students have ideas – use simple methods to engage them!

• start a student advisory group to collect feedback and share ideas

• collaborate with other groups on campus or in the community to promote your library

tips for your library

• be creative with promotions

• consider running focus groups

thank you!

• Kevin Manuel kmanuel@brocku.ca

• Justine Cotton justine.cotton@brocku.ca