Transcript BHL1 - Biddison Hier

Classroom Management –
Presenters
Steve Fitzgerald
University of Minnesota, Twin Cities
Office of Classroom Management
Tom Hier
Biddison Hier, Ltd.
Consultants to Higher Education
A Successful New Model for the
Learning Environment
SCUP Conference
Washington, DC
27 July 2005
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:
Bh
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.)
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University of Minnesota, Twin Cities
Classroom Management . . .
. . . An Emerging Trend
What is Classroom Management?
 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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Classroom Management . . .
. . . An Emerging Trend
Drivers
1. Explosive growth of in-class technologies, and the need to manage the significant
and constantly increasing capital and operational expenses associated with them.
2. 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.).
3. Recognition of classrooms as an integral part of a student’s campus life
experience, with attendant impacts on recruitment and retention.
4. 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
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University of Minnesota, Twin Cities
Classroom Management . . .
. . . An Emerging Trend
Best Practices – 3 Areas
1. 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
2. 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)
3. Organizational
 What: Development of Classroom Management Office

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Biddison Hier, Ltd.
Who: University of Minnesota
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University of Minnesota, Twin Cities
University of Minnesota
Creation of a Centralized
Office of Classroom Management
University of Minnesota
Classroom Management: Background
Early 1990s
1995
Realization of disconnect between University’s vision for future and quality
of classrooms
Major study with University-wide participation
1995 to 1998
Additional discussion, partial implementation of some nonorganizational recommendations from Study
Faculty governance committee implementation study strongly
recommends establishing centralized classroom function
1998
1999
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Biddison Hier, Ltd.
With high level administration backing, the decision was made
to establish a new “Office of Classroom Management”
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University of Minnesota, Twin Cities
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
Bh
(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”
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
4 OCM Organizational Units
Scheduling
 Course Data Base
 Class Schedule &
Course Guide
 Scheduling &
utilization of central
classrooms
 Event scheduling
Classroom
Facilities
Coordination
Classroom
Support
 Classroom &
Faculty support;
problem response
Classroom physical
environment
Facilities
standards, design,
planning and
maintenance
 Lifecycle cost
development &
planning
 Classroom
database
Capital planning &
project delivery
New construction
Renovation
Classroom
Technical
Services (CTS)
Classroom
technology
environment
Technology
standards, design,
installation, service
and maintenance
Internal Service
Organization (ISO)
business unit
External sales
Condition
assessment and
documentation
FF&E management
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
Scheduling
CENTRAL
CLASSROOMS
Support
Technology
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Implementation of
the Classroom Management Plan
Key Strategies
1. Develop Communications with University Community
2. Improve Classroom Physical Environment
3. Upgrade Classroom Technology
4. Develop Support & Problem Response Capability
5. Develop Classroom Funding Model
6. Improve Classroom Scheduling & Utilization
COMMON THREAD: Standards and Accountability
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Strategy 1: Communications
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
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
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
www.classroom.umn.edu
 Classroom planning &
strategy
 Classroom problem reporting
& feedback
 Key links
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Strategy 2: Physical Environment
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
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
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Strategy 3: Classroom Technology
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
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
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University of Minnesota, Twin Cities
Key Elements for Success

Bh
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
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University of Minnesota, Twin Cities
General Purpose Classroom
Technology 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
 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
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Biddison Hier, Ltd.
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
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
University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Strategy 4: Classroom Support
Bh

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
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University of Minnesota, Twin Cities
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


OCM actively coordinates classroom
maintenance

Special focus with FM on custodial
issues

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FM / Network Telcom / Classroom Tech
Svcs / OCM


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

Daily checking/inspection of
classrooms
Biddison Hier, Ltd.
Dedicated OCM Support Unit staff member
is faculty liaison coordinator for:
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designed to empower faculty and
instructional staff
University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Key Elements for Success
Central Classroom Funding Initiatives


Bh
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
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University of Minnesota, Twin Cities
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.
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
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
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University of Minnesota, Twin Cities
Key Elements for Success
Scheduling and Space Utilization Initiatives
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
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
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University of Minnesota, Twin Cities
Challenges
Rightsizing the Classroom Inventory
Scheduling and Space Utilization
 We are reducing the quantity and average
size of classrooms, while increasing their
quality
 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)
 In the current construction cycle, UMTC has
approx 1,000 student seats off line each
year
 excess classes in peak time
 too few classes off peak
 inefficient schedule demands from departments
& colleges
 We are approaching the limits of central
classroom’s ability to support the growth of
sections and courses
 excess projected course enrollments by
departments (both number of sections &
enrollment within sections)
 excess course cancellations by departments
 Constant challenges of supply / demand
balancing
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Biddison Hier, Ltd.
 Work in progress: creating a “culture of
space”
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University of Minnesota, Twin Cities
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
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University of Minnesota, Twin Cities
Analysis of Classroom Scheduling and Utilization
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
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
Capital planning

Renovation vs. build new decisions

Funds for classroom reinvestment

Improved Policies

“Ownership” / control of classrooms

Conformance to scheduling blocks
Level of investment in technology

Limiting peak time use

Impact of faculty loading on course and
classroom requirements

Enrollment planning (projections vs. actual,
course cancellation policies, etc.)

Operational support (maintenance,
technology, etc.)

FFE & technology “refresh rates”
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University of Minnesota, Twin Cities
Targets for Analysis
Room
Inventory
Courses
Schedule
Block
Location
Preferences
Room
Condition,
FF&E
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Biddison Hier, Ltd.
Technology
Fit-Out
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University of Minnesota, Twin Cities
4 Types of Analyses
1
2
Supply &
Demand and
Utilization
Schedule Block
Conformance
 Does the campus have
the right number and mix
of rooms to
accommodate courses?
 How well does the
campus adhere to
existing scheduling
blocks?
 How intensively are
rooms being scheduled?
 Which departments are
the best conformers or
need improvement?
 Are courses going into
rooms that are
appropriately sized?
 What additional
scheduling capacity
might be gained if
schedule blocks were
more rigorously adhered
to?
 What is the impact of
imbalances between
supply and demand?
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
4 Types of Analyses
3
4
Match of Room
to Course
Preferences
Projected vs.
Actual Enrollmts
& Cancellations
 Is there an adequate
supply of rooms to meet
specified furnishing,
equipment and
technology course
preferences, e.g.:
 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?
Moveable tables and chairs
Blackboards / whiteboards
LCD projector / CD / DVD /
Overhead projection
Instructor computer
Internet access
 Which departments have
the highest number of
cancelled courses?
 How would scheduling
differ if more rooms had
better fit-out?
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Analysis 1: Supply and Demand
Inadequate supply of
small rooms to
accommodate
substantial number
courses enrolling fewer
than 30 students
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Biddison Hier, Ltd.
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University of Minnesota, Twin Cities
Analysis 1: Supply and Demand
Lack of small room inventory results in substantial migration
to larger rooms (red arrows)
For courses with
enrollments in
the range of:
They are scheduled into rooms as follows:
1 to 19
20 to 29
30 to 39
40 to 49
50 to 75 76 to 100
1 to 19
12%
33%
28%
15%
6%
2%
20 to 29
6%
31%
35%
17%
7%
2%
23%
40%
19%
12%
3%
40 to 49
45%
23%
17%
10%
50 to 75
1%
39%
23%
30 to 39
76 to 100
2%
1%
101 to 149
150 to 199
200 to 250
251 to 399
Bh
101 to
149
150 to
199
200 to
250
251 to
399
400 to
695
696 or
more
2%
Grand
Total
100%
100%
2%
100%
1%
3%
100%
20%
2%
12%
2%
100%
19%
31%
16%
30%
1%
100%
2%
20%
16%
57%
4%
100%
3%
5%
56%
35%
2%
100%
5%
50%
36%
9%
100%
65%
30%
5%
100%
400 to 695
100%
100%
696 or more
100%
100%
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University of Minnesota, Twin Cities
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
 Avg Room Utilization: 50%
 Avg Seat Utilization: 60%
Room Sizes 31 and up
Seat Utilization
Room Utilization
High seat utilization
Low room utilization
Seat Utilization
Room Utilization
Room Sizes 1 to 30
Statistical Summary
Low seat utilization
High room utilization
Room Utilization
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Biddison Hier, Ltd.
Room Utilization
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University of Minnesota, Twin Cities
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
Bh

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.
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University of Minnesota, Twin Cities
Analysis 2: Schedule Block Conformance
Existing Schedule Block
Period
Minneapolis Campus
A Time
B Time
50 minute
75 minute
(MTWThF)
(TTh only)
Standard Day Patterns
(by time duration)
C Time

0735 - 0850 MF
I
0800 - 0850
0815 - 0930
P
II
0905 - 0955
0945 - 1100
E
III
1010 - 1100
A
IV
1115 - 1205
K
V
1220 - 1310
VI
1325 - 1415
VII
1430 - 1520

Bh
IX
1640 - 1730
Biddison Hier, Ltd.
MWF
50min

TR
75 min

MTWRF
50 min
Acceptable
M
50 min
1115 - 1230

T
50 min
1245 - 1400

W
50 min

R
50 min

F
50 min

MW
50 min

TR
50 min

T
75 min

R
75 min
1430 - 1545
1600 - 1715 WF
1535 - 1625


1600 - 1715 MW
or
VIII
Ideal
1600 - 1715
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University of Minnesota, Twin Cities
Analysis 2: Schedule Block Conformance
Courses
Schedule Pattern
No.
Pct.
1146
37%
3173
45%
Acceptable
1286
41%
1889
27%
677
22%
1995
28%
3109
100%
7057
100%
Total
Biddison Hier, Ltd.
No.
Ideal
Non-Standard
Bh
Class Mtg Hours
Pct.
44
Fewer than ½
of courses fall
into an ideal
scheduling
pattern
More than
20% are in
non-standard
patterns
University of Minnesota, Twin Cities
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.
Bh
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University of Minnesota, Twin Cities
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
Bh

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
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46
University of Minnesota, Twin Cities
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.
Bh
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47
University of Minnesota, Twin Cities
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

Bh
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.).
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University of Minnesota, Twin Cities
Analysis 4:
Projected vs. Actual Enrollments & Cancellations
Projected vs. Actual Enrollment:
Percentage Over (Under) by Number of Sections
Number of Sections
2,500
30% of section
enrollments are
over- projected
by 50% or more
2,000
15% of section
enrollments are
1,500 under- projected
1,000
500
-100% -50%
to to 50%
25%
-25%
to 0%
0% to 10% to 20% to 30% to 40% to 50% to 100%
10%
20%
30%
40%
50% 100%
to
300%
300%
to
500%
500%
to
700%
More
than
700%
Percentage Over (Under)
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University of Minnesota, Twin Cities
Analysis 4:
Projected vs. Actual Enrollments & Cancellations
Distribution of Projected vs. Actual Enrollments
4,000
Projected Enrollmt
3,500
Under-scheduling of small
rooms relative to need
No of Sections
3,000
2,500
Over-scheduling of larger
rooms relative to need
2,000
1,500
Variances have a profound
impact on scheduling
1,000
500
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
Bh
Actual Enrollmt
Biddison Hier, Ltd.
0
001 to 020 to 030 to 040 to 050 to 076 to 101 to 150 to 200 to 251 to 400 or
19
29
39
49
75
100
149
199
250
399
more
Enrollm ent Size
50
University of Minnesota, Twin Cities
Analysis 4:
Projected vs. Actual Enrollments & Cancellations
Impact

Overprojected and / or cancelled sections create “false” demand

In cases when courses cannot be reassigned without significant disruption to the
rest of the schedule, faculty and students must accept sub-optimal room size

Valuable space in small rooms taken by courses that were ultimately cancelled
burdens a segment of the room inventory already in short supply
Possible Corrective Actions

Bh
Track and retain historical data on enrollments – projected , actual and
cancellations. Use actual enrollments from prior year as a starting baseline
when soliciting coming year’s enrollment, and require justifications and
approvals for substantial changes from prior year’s experience.
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51
University of Minnesota, Twin Cities
Summary of Impacts
Bh

More rooms than necessary – particularly large rooms – and costly square footage (to
build, fit-out and maintain

Diminished pedagogical experience
 Rooms that are oversized or cramped
 Configurations and features that may not support today’s pedagogical preferences

Resource management challenges
 Less funding for other critical instructional space needs
 Rooms that sit underutilized because of lack of policies or lack of adherence to existing
policies to promote good stewardship
 High utilization and institutional culture may be at odds

Administrative burdens
 Dislocation and relocation of classes
 Significant staff time spent in managing and coordinating with departments to correct
scheduling problems / inefficiencies and accommodate faculty requirements
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University of Minnesota, Twin Cities
Scheduling, Analysis and Reporting: Current
actions at U of M
 Ongoing classroom inventory adjustments
 Classroom Quantity
↓
Classroom Quality
↑
 Ongoing automated scheduling/course business process improvements
 Rollout of automated scheduling system for departmental classrooms
 Extensive efforts to increase utilization info & reporting
 Departments “pull” info on demand vice OCM “push”
 Rollout of new reporting capability to campus community
 Increased emphasis on policy adherence
 Standard times
 Enrollment projections
 Peak Time use limits
 Increased training of departmental users/schedulers
 Increased communications initiatives
 UTILIZATION – A BALANCING ACT IN PROGRESS!
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University of Minnesota, Twin Cities
Results:
Implementation of the New Office of
Classroom Management Model at Minnesota
1. Major Culture Change in Progress
 Traditional U of M view of classrooms:
 “A classroom is four walls and a blackboard. It needs little funding or management support”
 Growing new realization:
 “A classroom is a teaching and learning system. It is technology-intensive and requires planning,
management attention, and recurring funding for life-cycle maintenance, equipment replacement costs
and faculty support staffing”
2. Commitment to Classrooms
 The very existence of the Office of Classroom Management demonstrates the University’s
commitment to its central classrooms
 OCM and its partners are finding innovative methods and new business practices to leverage
resources and improve precious classroom assets
3. OCM Concept Validation
 Dramatic improvements in central classrooms in short period have validated the “single point
of responsibility and accountability” concept
 OCM has shown that it is uniquely positioned to view, to act upon and to manage all aspects
of the complex classroom equation - from standards and design to scheduling and use
 OCM is poised to make even greater positive impact in future
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University of Minnesota, Twin Cities
Q&A
For further Information
Please contact:
Steve Fitzgerald
Director of Classroom Management
Thomas Hier
Principal
University of Minnesota, Twin Cities
150 Williamson Hall
231 Pillsbury Drive, SE
Minneapolis, MN 55455
Biddison Hier, Ltd.
Consultants to Higher Education
4315 Fifteenth Street, NW
Washington, DC 20011-7021
Phone: (612) 626-8677
Email: [email protected]
Web: www.classroom.umn.edu
Phone: (202) 882-8700
Email: [email protected]
Web: www.biddhier.com