New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
This is an Evidence-Based practice paper.
Traditional office hours are an important component in student learning. However, they are limited as to student throughput due not only to time limitations but also physical space. Physical space limitation acts as a bottleneck to both faculty-student and student-student interaction and mentoring. In September 2015, the University opened an ideation space with reconfigurable walls, abundant board space, computer monitors and projectors, as well as roaming tables and chairs. The space was quickly adopted by students learning in groups or individually. A group of faculty from two engineering disciplines decided to hold about half of their scheduled office hours in the ideation space. It quickly became obvious that the new ideation space allows for a different interaction with students seeking help. The available space allows for multiple groups of students to interact with each other as well as interact with the faculty mentor concurrently. Initial student feedback indicates that the students prefer ideation space mentoring and find it a more-effective learning experience. Efficacy comparisons to traditional office hour mentoring covering a one-semester deployment are made in this paper. Additional survey results and data on ideation space utilization as compared to traditional office hours covering a full academic year will be presented at the conference.
Schubert, T. F., & Jacobitz, F. G., & Kim, E. M. (2016, June), Office Hours Re-imagined: Mentored Learning in Ideation Spaces Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25817
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