Classroom Management –

1. Classroom Management – A Successful New Model for the Learning Environment Presenters Steve Fitzgerald University of Minnesota, Twin Cities Office of Classroom Management Tom Hier Biddison Hier, Ltd. Consultants to Higher Education SCUP Conference Washington, DC 27 July 2005

2. National Historical Perspective…. Despite the important role of classroom instruction in a student's educational experience, historically classrooms have often been neglected and problematic spaces on several fronts: Physical Need to refurbish and modernize antiquated classrooms Pedagogy Inadequate mix of classroom types to support existing and emerging pedagogies Scheduling Perceived large supply of rooms but space unavailable when and where needed Management Decentralized control and authority for classroom scheduling, planning and operations Technology Ad hoc approaches to determining need for and mix of instructional media Funding Lack of adequate funding for even basic classroom maintenance and upgrades (furnishings, technologies, etc.)

3. Classroom Management . . . . . . An Emerging Trend • A systemic approach to the scheduling, operation, maintenance, funding, fit-out, renovation and construction of classrooms. • Academically centered • Rooted in quantitative analysis • Overall goal: management of classroom resources in the most effective way that supports the pedagogical mission of the institution What is Classroom Management?

4. Classroom Management . . . . . . An Emerging Trend • Explosive growth of in-class technologies, and the need to manage the significant and constantly increasing capital and operational expenses associated with them. • Changing pedagogies that render certain classrooms less relevant and create demands for new classroom and support spaces (e.g., group study, breakout rooms, computer demonstration labs, etc.). • Recognition of classrooms as an integral part of a student’s campus life experience, with attendant impacts on recruitment and retention. • Budgeting and stewardship concerns – shrinking budgets set against expanding needs, and increasing oversight – state and / or board level – to ensure that resources are managed effectively Drivers

5. Classroom Management . . . . . . An Emerging Trend Best Practices – 3 Areas • Analytical • What:Quantitative analyses of classroom data (e.g., room and seat utilization, scheduling patterns, match of supply and demand for technology, etc.) to make informed decisions about classroom needs and craft policies for better use of classroom resources • Sample institutions: University of Virginia, Northeastern, Mt. Hood Community College • Planning • What:Comprehensive Classroom Plan – combines analytical work with qualitative research to create a reinvestment strategy for modernizing and “rightsizing” classrooms to meet long-term institutional needs • Sample Institutions: Dartmouth College,Harvard (Main Campus, Law School), Stanford (Main Campus, Business School, Medical School) • Organizational • What: Development of Classroom Management Office • Who: University of Minnesota

6. University of Minnesota Creation of a Centralized Office of Classroom Management

7. 1998 1995 to 1998 1995 Early 1990s 1999 University of MinnesotaClassroom Management: Background Realization of disconnect between University’s vision for future and quality of classrooms Major study with University-wide participation Additional discussion, partial implementation of some non-organizational recommendations from Study Faculty governance committee implementation study strongly recommends establishing centralized classroom function With high level administration backing, the decision was made to establish a new “Office of Classroom Management”

8. From Plan to Implementation The Plan (primary recommendation from 1995 study) • Establish … a consolidated classroom management structure: • (with) the tools and trained personnel to provide support services, and willingness to manage for accountability …. • to maintain a quality classroom environment • to assign and utilize classrooms efficiently • to effectively manage classroom use, and • to ensure that classrooms receive priority care and maintenance Implementation (1999) • Creation of the “Office of Classroom Management” (OCM) • Mission: • To directly support quality teaching and learning by faculty and students in University classrooms • Be the primary point of contact, and single point of responsibility and accountability for ALL Twin Cities general purpose classroom issues • The Classroom “One Stop”

9. Organizational Basis for the Office of Classroom Management (OCM) • Firmly rooted in academic side of house • Reorganizations • Initial decision to merge Registrar’s scheduling unit into OCM • Early decision to merge Media Resources unit into OCM as basis of its technology department • New functions • Facilities, Support, Management • Size of campus: a definite factor • 300 classrooms, 23,000 student seats in 60 buildings • 16,000 course sections/semester

10. Scheduling Classroom Support Classroom Facilities Coordination Classroom Technical Services (CTS) 4 OCM Organizational Units • Course Data Base • Class Schedule & Course Guide • Scheduling & utilization of central classrooms • Event scheduling • Classroom & Faculty support; problem response • Lifecycle cost development & planning • Classroom database • Classroom physical environment • Facilities standards, design, planning and maintenance • Capital planning & project delivery • New construction • Renovation • Condition assessment and documentation • FF&E management • Classroom technology environment • Technology standards, design, installation, service and maintenance • Internal Service Organization (ISO) business unit • External sales

11. Synergy • A unique 360 degree perspective on classroom teaching & learning • Allows OCM to provide specialized classroom-specific expertise and added value to other university units OCM Facilities CENTRAL CLASSROOMS Scheduling Support Technology

12. COMMON THREAD: Standards and Accountability Implementation ofthe Classroom Management Plan Key Strategies • Develop Communications with University Community • Improve Classroom Physical Environment • Upgrade Classroom Technology • Develop Support & Problem Response Capability • Develop Classroom Funding Model • Improve Classroom Scheduling & Utilization

13. Strategy 1: Communications • As a startup organization trying to implement change, communications was recognized as critical to success • GOAL: Provide value-added two-way communications with: • All who teach and learn in classrooms • All who have responsibilities for U’s instructional effort • All who maintain, support or work in classrooms • All who experience problems in classrooms (ANY PROBLEM) • GOAL: Empower users with web-based information • GOAL: Make communicating with OCM intuitive, user-friendly and responsive

14. Key Elements for Success • Create / maintain close ties and direct contact with faculty • Classroom Advisory Committee • Academy of Distinguished Teachers • Numerous Faculty Governance Committees • Leverage unique internal OCM info • Course database, scheduling rqmts data & faculty needs (Scheduling Unit) • Quantified knowledge of problem areas (Support Unit & Hotline) • Faculty feedback (Support Unit/Faculty Liaison) • Design & standards expertise (Facilities/Tech Units) • Lifecycle & maintenance knowledge (Facilities/Support/Tech Units) • Technology expertise (Tech Unit) • Use of classroom website as primary communications channel • www.classroom.umn.edu • Integrated gateway for all central classroom content

15. OCM Website • Room locations & basic data • Design / standards / use criteria • Technology / equipment / teaching & learning resources • Room configurations / photos / operating instructions & details • Scheduling info & procedures • Dynamic room schedules / course guide • Audio-visual resources & services • Classroom planning & strategy • Classroom problem reporting & feedback • Key links www.classroom.umn.edu

16. Results: Communications Strategy • Added value to university community of having - a committed and interested “listener” for any & all classroom concerns - a single voice with a strategy and consistent message to speak for classrooms • Added value of having a classroom advocate at the table in planning, funding design and decision making • Added value of powerful web-enabled classroom information & systems

17. Strategy 2: Physical Environment • Partner with University Services / Facilities Management • Develop and implement standards for classrooms • Systematically quantify & resolve room infrastructure / furniture / equipment problem areas: • Near term / immediate improvements • Mid term Repair & Replacement projects • Major / long term capital project requirements • Systematically measure/track and improve: • Classroom maintenance (preventative & corrective) • Custodial performance in classrooms • Improve classroom quality and rightsize inventory • Demonstrate OCM responsibility & accountability

18. Key Elements for Success • OCM’s partnering with University Services / Facilities Management • OCM and University Services have unique relationship that is essential in supporting teaching & learning in central classrooms campus-wide • “Multiplier Effect” of OCM and University Services collaborative partnership • As the “Classroom One Stop” and single point of accountability, OCM is in many ways a public front-end for our partners in University Services • Areas of partnership and coordination • Classroom maintenance • Classroom Facilities Condition Assessment program • Reporting & tracking of classroom service requests • OCM as internal Univ resource: • Contributor and trainer in FM’s Custodial Improvement initiatives • Classroom expert and advocate in new construction / renovation design & project execution • Classroom FF&E expert • Developer/coordinator of classroom design standards in Facilities Construction Standards • Added value of Scheduling expertise in rightsizing & inventory needs analysis

19. Results:Physical Classroom Environment Strategy • Added value in • implementation of classroom standards • design, construction, and project delivery • preventative & corrective maintenance • custodial support and operations • Significant improvements in classroom physical environment as documented in faculty and student surveys, Facilities Condition Assessments and faculty feedback through advisory and governance committees

20. Strategy 3: Classroom Technology • Collaboratively develop, coordinate and implement a classroom tech standard • Rapidly install affordable, usable, reliable and flexible classroom technology meeting teaching & learning needs of faculty and students • Include a standard faculty-friendly operating protocol in all classrooms • Establish an effective faculty support structure • Include life cycle maintenance, equip replacement and staffing costs at front end • Demonstrate OCM responsibility & accountability

21. Key Elements for Success • Address urgent classroom needs – lack of technology in classrooms was among the most pressing problems initially facing OCM • The few classrooms with presentation technology contained a random mix of non-standard, hard-to-operate equipment • Needs of faculty & expectations of students were not being met • Develop realistic technology upgrade plan • Establish minimum “baseline” standards • Deliver results

22. General Purpose ClassroomTechnology Upgrade Plan • Closely coordinated throughout campus • Strongly supported by campus community • Plan included: • “Projection-Capable Classroom” standard as basic technology infrastructure for teaching and learning • Life Cycle equipment maintenance, replacement, staffing costs Projection Capable Classroom Standard • Fixed data / video projection capability • Internet connectivity at instructor station • User friendly laptop interface • VCR / DVD and/or other input device • Standard operating protocol • Smart control system with networking option • “Hotline” phone for instructor • Accessibility features • Wireless student networking • May have other modular “add-on” capabilities • GOALS • Rapidly establish the Projection Capable Classroom Standard as the baseline for technology infrastructure in every UMTC general-purpose classroom • Include in University’s Facilities Construction Standards

23. Results: Technology Strategy • Added value of having a high level of AV / presentation technology expertise specifically oriented to classroom teaching & learning • OCM’s internal Classroom Tech Services department provides entire range of technical needs in the classroom, including system design, planning, installation, maintenance, operation and repair • nationally recognized expertise in classroom tech control systems • The Projection Capable Classroom standard has been installed in 250 central classrooms (83% of inventory) plus 100 installations in dept classrooms / other university spaces • A complete turnaround in classroom technology! • Great reviews from faculty

24. Strategy 4: Classroom Support • Establish a robust faculty support structure based on a powerful web site and “pushed” information • Establish an effective, rapid and visible response capability for ALL classroom problems • Leverage OCM knowledge areas and employ a comprehensive classroom database • Develop, implement and use standards • Measure and document results • Listen to faculty! Demonstrate service excellence • Demonstrate OCM responsibility & accountability

25. Key Elements for Success Problem Response Initiatives Faculty Outreach Initiatives • Classroom Hotline established and staffed • 7AM – 7 PM • rapid-response plan for classroom emergencies • Problem tracking implemented • Reporting / follow-up mechanisms established to solve problems and QA results • FM / Network Telcom / Classroom Tech Svcs / OCM • OCM actively coordinates classroom maintenance • Special focus with FM on custodial issues • Daily checking/inspection of classrooms • Dedicated OCM Support Unit staff member is faculty liaison coordinator for: • classroom & tech system orientation • new technology & pedagogy applications • face-to-face specialized requirements of faculty • serves as one of several internal conduits of dialog & info to/from faculty • Classroom website www.classroom.umn.edu • designed to empower faculty and instructional staff

26. Results: Classroom Support Strategy • Added value and simplicity to university community of single point of contact for all classroom problems, complaints, concerns and comments • OCM is responsible and accountable for problem correction, follow-up, and feedback • Extensive QA, trend analysis and continuous process improvement • All classrooms are inspected at least every 2 days • “Classroom Hotline” and rapid response capability implemented • Active faculty assistance program implemented

27. Strategy 5: Funding • Develop comprehensive life cycle cost model for classrooms • Leverage economies of scale • Use one-time funding during startup years while recurring funding ramps up • Leverage resources with partners (colleges, depts. and service providers) • Operate the Classroom Tech Services (CTS) as the internal technical department for OCM and as a business operation for the university community • Demonstrate OCM responsibility & accountability

28. Key Elements for Success Central Classroom Funding Initiatives • OCM has developed a detailed and comprehensive life cycle cost model that includes maintenance, equipment replacement and support staffing • The U had never previously addressed classrooms from a total life cycle cost perspective • The U had never previously set aside recurring annual funding for classroom system renewal • The U has acknowledged that life cycle classroom technology is finite and that has committed to its replacement at end-of service life

29. Results: Funding Strategy • Added value to university community of a single source for all life cycle funding requirements for all central classrooms and systems • Significant cost savings result from economies of scale and leveraging in the 300 central classrooms in 60+ buildings • Validation of concept of having Classroom Tech Services function both as OCM’s tech department and as an Internal Services Organization (business) within the university. NOTE: Fully implementing recurring life cycle funding necessary to shift OCM from startup mode to fully sustainable operations remains a work in progress. In the interim, recurring life cycle shortfalls are resourced with one-time central funds and leveraged partnerships with colleges.

30. Strategy 6: Scheduling & Utilization • Improve scheduling & course data base processes through automation • Clarify rules; make scheduling transparent • Manage inventory changes & semester conversion • Reaffirm utilization standards • Focus on efficient use of classroom space • Optimize the classroom inventory • Empower departments with accurate, timely reports • Demonstrate OCM responsibility & accountability

31. Key Elements for Success Scheduling and Space Utilization Initiatives • Successful transition to automated scheduling • Replaced residual labor intensive paper-based processes • ECS: Electronic Course Scheduling • ECAS: Electronic Course Authorization System Upgrade • PeopleSoft-Scheduling System Transactional Interface • Web-based event request system • Introduction of extensive web-based course and classroom info • In spite of reduced room inventory due to construction, successfully handled 40% growth in sections after semester conversion • Minimized impact of central classroom shortage • Improved transparency & availability of info • Classroom Schedule Viewer

32. Challenges Rightsizing the Classroom Inventory Scheduling and Space Utilization • We are reducing the quantity and average size of classrooms, while increasing their quality • In the current construction cycle, UMTC has approx 1,000 student seats off line each year • We are approaching the limits of central classroom’s ability to support the growth of sections and courses • Constant challenges of supply / demand balancing • OCM advocates for improved utilization and pushes extensive reporting to depts. to help them manage their instructional effort • Identified Problem Areas: • too many non-standard courses (time and day pattern) • excess classes in peak time • too few classes off peak • inefficient schedule demands from departments & colleges • excess projected course enrollments by departments (both number of sections & enrollment within sections) • excess course cancellations by departments • Work in progress: creating a “culture of space”

33. Results: Scheduling & Utilization Strategy • Scheduling operations, business processes, systems and support are significantly more efficient and effective • Availability of scheduling and utilization information has been greatly increased and made available to colleges, departments and administrators on the web • The unique added value of course and scheduling data has been leveraged with technology, support and facilities information to produce the synergy of classroom management. • Current OCM efforts: • Leverage recently improvements in scheduling operations and systems • Expand analysis of scheduling and continue to improve classroom utilization • Continue to empower departments & colleges with improved reporting capability

34. Analysis of Classroom Scheduling and Utilization

35. Rationale for Scheduling & Utilization Analyses • Managing classrooms effectively requires hard, objective data analyses, both for resource allocation decisions and to build defensible cases for policy changes within the institution Analyses support… Better Resource Allocation Decisions • Capital planning • Renovation vs. build new decisions • Funds for classroom reinvestment • Level of investment in technology • Impact of faculty loading on course and classroom requirements • Operational support (maintenance, technology, etc.) Improved Policies • “Ownership” / control of classrooms • Conformance to scheduling blocks • Limiting peak time use • Enrollment planning (projections vs. actual, course cancellation policies, etc.) • FFE & technology “refresh rates”

36. Room Inventory Courses Location Preferences Technology Fit-Out Schedule Block Room Condition, FF&E Targets for Analysis

37. Supply & Demand and Utilization Schedule Block Conformance 4 Types of Analyses 1 2 • Does the campus have the right number and mix of rooms to accommodate courses? • How intensively are rooms being scheduled? • Are courses going into rooms that are appropriately sized? • What is the impact of imbalances between supply and demand? • How well does the campus adhere to existing scheduling blocks? • Which departments are the best conformers or need improvement? • What additional scheduling capacity might be gained if schedule blocks were more rigorously adhered to?

38. Match of Room to Course Preferences Projected vs. Actual Enrollmts & Cancellations 4 Types of Analyses 3 4 • Is there an adequate supply of rooms to meet specified furnishing, equipment and technology course preferences, e.g.: • Moveable tables and chairs • Blackboards / whiteboards • LCD projector / CD / DVD / Overhead projection • Instructor computer • Internet access • How would scheduling differ if more rooms had better fit-out? • How accurate are departmental enrollment projections vis-à-vis actual enrollments? • What is the impact on scheduling and room use of significant variances between projected and actual enrollments? • Which departments have the highest number of cancelled courses?

39. Analysis 1: Supply and Demand Inadequate supply of small rooms to accommodate substantial number courses enrolling fewer than 30 students

40. Analysis 1: Supply and Demand Lack of small room inventory results in substantial migration to larger rooms (red arrows)

41. Analysis 1: Supply and Demand Plotting room vs. seat utilization confirms… …high seat utilization in smallest rooms, although not necessarily high room utilization … low seat utilization in some of the larger rooms Statistical Summary • Avg Room Utilization: 50% • Avg Seat Utilization: 60% Room Sizes 1 to 30 Room Sizes 31 and up High seat utilization Low room utilization Room Utilization Room Utilization Seat Utilization Seat Utilization Low seat utilization High room utilization Room Utilization Room Utilization

42. Analysis 1: Supply and Demand Impact • Lack of small rooms forces preponderance of small courses to be scheduled in larger rooms • Creates a sub-optimal pedagogical experience, as classroom feels somewhat “empty” • Requires small and large courses to compete for the same rooms, which exacerbates mismatch throughout the classroom system Possible Corrective Actions • If excess capacity exists in larger rooms, identify those that may be suitable for reconfiguration to multiple smaller rooms. • Quantify shortage of small classrooms and build new to close the gap.

43. Analysis 2: Schedule Block Conformance Existing Schedule Block Standard Day Patterns (by time duration) • Ideal • MWF 50min • TR 75 min • MTWRF 50 min • Acceptable • M 50 min • T 50 min • W 50 min • R 50 min • F 50 min • MW 50 min • TR 50 min • T 75 min • R 75 min

44. Analysis 2: Schedule Block Conformance Fewer than ½ of courses fall into an ideal scheduling pattern More than 20% are in non-standard patterns

45. Analysis 2: Schedule Block Conformance Room use over time provides a graphic view of where non-conformance to schedule blocks has greatest impact – by room size and time of day. Note also over-use of peak times.

46. Analysis 2: Schedule Block Conformance Impact • Scheduling across blocks impedes efficient use of space since a room is taken out of circulation for at least two periods rather than one. • Trend toward MW scheduling to replace MWF scheduling means that Fridays are increasingly low use days • May also create difficulty for students in getting needed courses as more courses get bunched into fewer days Possible Corrective Actions • Promote scheduling block adherence through policies unless there are compelling mitigating circumstances • Avoid stopping and starting classes at non-standard times, so that even if a block is not fully used, it does not overlap into another block • Construct scheduling software parameters to ensure that the unused portion of partially used blocks (e.g., F when only MW are scheduled) are identified as available

47. Analysis 3:Match of Room Fit-Out to Course Preferences Two Issues 1 No room exists with desired FF&E and / or technology features. 2 Rooms with desired FF&E and / or technology features exist but not at right size.

48. Analysis 3:Match of Room Fit-Out to Course Preferences Impact • Courses may be scheduled in rooms that are not ideal in size or configuration • Faculty may have to plan for multiple contingencies in course preparation based on the type of room and fit-out that is available • Low utilization of rooms without proper fit-out fuels perceptions that amount of inventory is adequate to handle demand, when in reality, “usable” inventory (i.e., with adequate features) may be insufficient Possible Corrective Actions • U of M has developed a baseline set of FF&E standards by which all rooms are to be fit-out. Baseline addresses types of seating and tables, room finishes, lighting, room darkening capabilities and a basic technology package. • The University has aggressively worked to install technology in most rooms (83% of inventory). • Work remains to be done on furnishings (e.g., seating, etc.).

49. Analysis 4:Projected vs. Actual Enrollments & Cancellations 30% of section enrollments are over- projected by 50% or more 15% of section enrollments are under- projected

50. Analysis 4:Projected vs. Actual Enrollments & Cancellations Under-scheduling of small rooms relative to need Over-scheduling of larger rooms relative to need Variances have a profound impact on scheduling 5% of courses end up with no enrollment after 2nd week, in addition to 6% that were cancelled after initial scheduling but before start of term