2016 annual report - rutgers university · 2019-12-31 · 2016 by the numbers 4 293 2,346 support...

UNIVERSITY | NEW BRUNSWICK

2016 ANNUALREPORT

Digital Classrooms Services

Available at https://dcs.rutgers.edu/2016-annual-report

Organization Chart ............................................................2

2016 Vision, Mission, & Values Statement ........................3

2016 Functions & Responsibilities Summary ....................5

2016 Accomplishments .....................................................7

2016 Issues & Challenges ................................................15

2017 Goals & Objectives ..................................................15

Classroom Matrices ..........................................................17

1

Table of Contents

Organization Chart

Support Specialists & Sr. Support Specialists

Type 4s and 5s

Associate Director for Technical Services & Operations

Matthew Wilk

Associate Director for Faculty Training & Outreach

David Wyrtzen

Instructional Technology Supervisor

(Busch)

Wilson Contreras

Instructional Technology Supervisor(College Ave)

James Kizhnerman

Instructional Technology Supervisor

(Cook/Douglass)

Dan Bello

Instructional Technology Supervisor(Livingston)

Patrick Auletto

Project Engineer

(Busch)

Donald Weber

System Engineer

(College Ave)

Wayne Hungridge,

Tech. Support SpecialistDan Wong

Project Engineer

(Cook/Douglass)

Steven Smith

Project Engineer(Livingston)

Tim Van Woeart

Sr. Support Specialist

Type 4

2

Help Desk Supervisor

(Daytime)

Dan Scheiman

Help Desk Supervisor

(Evening)

Michael Bowker

Special Projects Manager

(College Ave)

Ed Rebert(As of April 1, 2017)

Intuitive Universal DesignDCS technology is designed to create a consistent user experience (UX) so instructors will be equally familiar with the technology in all of our classrooms. We adhere to an intuitive, user friendly design aesthetic so that instructors can focus on teaching.

Excellent Customer ServiceRutgers University–New Brunswick is a large, complex institution. In order to help the community overcome the challenges involved in getting help at such a large university, we strive to provide excellent user support by being responsive and professional, and by providing sta-tus updates to our users. When we are not in a position to help, we connect users with other Rutgers resources that can.

Mentoring and Developing Student Workers We work closely with our student workers to teach them to be conscientious, responsible, and attentive employ-ees. We model a professional, nurturing, and rewarding workplace.

Smart Operating PracticesWe continuously assess our operation to ensure that we are working effectively and efficiently, and that we are good stewards of University resources.

3

DIGITAL CLASSROOM SERVICES

Vision StatementAll Rutgers University–New Brunswick students will be afforded the opportunity to learn in state-of-the-art, technology-enhanced instructional spaces that support a wide range of learning styles, and all Rutgers University–New Brunswick faculty will be provided with instructional technology and instructional support that enable them to effectively communicate and engage with their students.

Mission StatementDigital Classroom Services (DCS) is committed to de-signing, creating, and supporting technology-enhanced learning environments. We design technology solutions that are at the forefront of emerging trends in classroom design and responsive to the unique needs of Rutgers University–New Brunswick faculty. We train faculty to use these tools, introduce them to new technology-aided teaching methods, and support the regular use of in-structional technology.

Core Values

Excellence. Professionalism. InnovationExcellence is our standard in all we do, from the class-room technology we offer to the training tools, daily support, and services we provide. To convey our dedica-tion to our mission, we are committed to working collab-oratively with fellow Rutgers staff and to building strong relationships with our faculty. We design new learning environments and teaching tools, and develop new meth-ods of support to make Rutgers a leader in instructional technology. We collaborate with our colleagues at peer institutions to develop projects that leverage technology to meet the challenges of higher education in the 21st Century.

Faculty EngagementBeyond responding to requests for assistance, we proactively reach out to faculty to introduce them to new teaching tools and to learn about their instructional requirements. Rather than dictating instructional design, we work with faculty to ensure our solutions are respon-sive to their teaching needs.

2016 Vision, Mission, & Values Statement

2016 By the Numbers

4

293

2,346Support

64

235

39

269

42

44

learning spaces supported by DCS (+39)

(Changes since 2015 in parenthesis)

requests for support answered

classrooms added to DCS since 2012(+39)

equipment deliveries performed

buildings across the Rutgers University–New Brunswick campuses (+3)

faculty consultation sessions conducted

of these classrooms are brand- new learning spaces (+16)

equipment loans provided

Learning Spaces*

*Updated through April 2017

Technology-Enhanced Classrooms

Classroom Renovation and ConstructionDCS regularly researches, designs, and installs new technology and tech-nology-enhanced classrooms so that Rutgers faculty and students have access to state-of-the-art teaching and learning tools. By being centrally involved in classroom design and construction, DCS is able to create a consistent user experience and evenly distribute instructional tech-nology across the New Brunswick campuses.

Maintenance of Existing Technology To ensure an exceptional experience for faculty in all our classrooms, DCS continuously maintains existing equipment through regular testing, maintenance, and repairs. Installed technology is regularly “refreshed” so that older equipment does not become outdated.

Providing Supplemental Instructional TechnologyTo accommodate the specific needs of instructors and to pilot new tech-nology-aided teaching methods, instructors are also provided with supplemental technology that is not permanently available in DCS-sup-ported spaces.

User Support

Daily User SupportDCS ensures that anyone using its equipment has access to responsive and knowledgeable support staff. In-structors needing immediate in-class assistance can contact the DCS Help Desk whenever classes are in ses-sion. The Help Desk assists instruc-tors over the phone, often resolving

DCS Support Specialist Orientation

DCS Workshop


2016 At a Glanceissues by remotely logging in to podium computers. When necessary, the Help Desk staff elevate issues to on-campus personnel, who provide in-person sup-port in our learning space. Additional Services DCS support also includes several services that help faculty access sup-plementary technology for their courses, including equipment deliveries and semester-long equipment loans.

Faculty Training & Engagement

Outreach Events DCS holds recurring technology demonstrations, conferences, and feedback sessions were faculty not only can learn more about instructional technology, but also help steer future advances at Rutgers.

WorkshopsRegular workshops provide members of the Rutgers community with hands-on technology training and introduce them to new teaching tools.

ConsultationsInstructional Technology Supervisors meet with instructors who seek a deeper

level of engagement to help them develop pedagogic skills and cre-ate and implement solutions spe-cifically tailored to their courses.

Online TrainingAt dcs.rutgers.edu, faculty can learn about instructional technolo-gy and other teaching and learn-ing tools by watching instructional videos, using interactive tutorials, reading articles, and more.

5

97%

Technology

Outreach

144,763 503

211

21%

of DCS-supported classrooms are equipped with data projection*(+4%)

visits to dcs.rutgers.edu (+24,681) guests attended DCS events (+247)

Digital Classroom Systems have been installed since the project’s launch in 2012* (+71)

increase in site traffic since 2015

6

*Updated through April 2017

2016 By the Numbers (Changes since 2015 in parenthesis)

2016 Classroom Upgrades

Since launching the Podium project, DCS has developed a family of systems for different Rutgers learning spaces. While each system utilizes different capabilities and furniture, they are all operated using a uniform touchscreen interface. As a re-sult, faculty who are familiar with one sys-tem are prepared to use all our systems.

Digital Classroom Podium

Collaborative Instructor Hub

Immersion Lectern

Digital Classroom Flip-Top


2016 Accomplishments2016 marked year five of a multi-year effort to standardize Rutgers Universi-ty–New Brunswick general purpose classrooms (GPC) with Digital Classroom Systems, a suite of presentation systems that provide a uniform user expe-rience, while being tailored to meet the teaching needs of specific learning spaces. In 2016, we installed more new systems than any previous year: 71 Digital Classroom Systems were installed, including Digital Classroom Po-diums, Digital Classroom Flip-Tops, and Collaborative Instructor Hubs—a version designed specifically for Rutgers’ newest active learning classrooms. 77 percent of all general purpose classrooms are now equipped with a Digital Classroom System.

Rutgers Academic BuildingThe Rutgers Academic Building on the College Avenue Campus (CAC) is the University’s new, signature academic building. DCS leadership was closely involved in the design of the building’s seventeen general purpose learning spaces. Seven seminar rooms equipped with Digital Classroom Flip-Tops provide much needed small classrooms for discus-sion-based courses. Two 120-seat and four 275-seat lecture halls help alleviate the scheduling strain on oth-er University lecture halls and provide instructional technology specifically designed for these large spaces. The lecture halls are equipped with large

Digital Classroom

Systems

Digital Classroom Podium A1

1996 2000 2004 2006 2008 2010 2012 2013 2014 2015 2016 Through 4/17

Supported GPCs Data-Display Classrooms Digital Classroom Systems

32

5672

87

119

27

76

120140

189

158

229 232 235

266

275253251249

228236238235240243246

screens that span the front of the rooms, allowing instructors to project high-definition, side-by-side images that can easily be viewed by students in the rear of the room. The screens are above the blackboards so

Rutgers Academic Building Room 2160

7


instructors can write at the same time as they project. Several podiums also include automated lighting and shade controls, so instructors can control everything in the room from one location. Construction of the Rut-gers Academic Building also provided the opportunity to implement three new active learning spaces, which are designed to facilitate collaboration and interaction.

Rutgers Academic Building Room 2150

Active Learning2016 was an seminal year for active learning at Rut-gers. With the new active learning spaces in the Rutgers Academic Building and in Tillett Hall on the Livingston Campus, Rutgers University–New Brunswick now has four general purpose, active learning spaces. At the core of these rooms is an emphasis on learning that promotes problem-solving and collaborative engagement.

Three of these spaces are active learning classrooms modeled on MIT’s TEAL initiative (technology enabled active learning). Students sit in groups of nine at round tables with seats designed to allow them to easily move around the room into alternate configurations. The tables of nine enable students to work as one team or to break down into three triads. The tables are equipped with tablet whiteboards and wired and wireless connections, through which students can share material from their personal devices on group monitors. These rooms are also equipped with wall-to-wall and sliding whiteboards, where students can work through problems individually and collaboratively.

Instructors can facilitate group interactions from the cen-ter of the rooms at the Collaborative Instructor Hub. The “Hub” is the latest version of our Digital Classroom Sys-

8Rutgers Academic Building Room 4450, Active Learning Space

tem and is designed specifically for a collaborative environ-ment. Consisting of two crescent shaped tables, it provides workspace, meeting space, and a host of technology. At the “student bar,” classmates or teaching assistants can pull up a stool to have a sidebar conversation with the instructor. On the other side, instructors can share content from a vari-ety of sources and distribute them to any combination of the room’s monitors. Among the most exciting features of this room is the ability for the instructor to take material that the groups are sharing at their monitors and share it around the room. A common teaching practice utilizing this technology is to have students work in groups and then “report out,” as the instructor shares the group’s computer images to all the tables.

Construction of the Rutgers Academic Building also pro-vided an opportunity to create an envi-ronment conducive to active learning in a large space. AB 4225 is our first Interactive Lecture Hall. This space holds 248 students and has the sightlines and tiered seating that allows for lecturing to a large group of students. However, every tier contains two rows of seats, and the front row can pivot 360 degrees, allowing students to form groups of two to five students so they can confer and do group work. The room is also equipped with Solstice wireless display sharing, allowing every student in the class to display his/her work to the entire lecture hall.

Digital Classroom Services • 9


Tillett Hall Room 204

Students in AB 4225 can swivel to form groups of two to five.

What faculty say…

9

We asked instructors teaching in the new

Active Learning Spaces about the impact that

active learning has had on their teaching.

66%

71%

61%

reported improved satisfaction regarding teaching

reported a better feeling of connection with their students

reported better relationships with their students

2016 Classroom Technology Upgrades

Allison Road Classroom Building

Beck Hall Food Science

Frelinghuysen Hall Hickman Hall

Loree HallLucy Stone Hall

School of Communication & Information

Rutgers Academic Building*

Ruth Adams BuildingTillett Hall

T. Alexander Pond Science & Engineering Resources Center

108, 110, 203, 204, 205, 206, 207

Auditorium

Auditorium, 101, 109

A1, A2, A3, A4, A5, A6, B1, B2, B3, B4, B5, B6

114, 129, 204, 207

020, 022, 115

B121, B123, B116

101, 103, 201, 203

1170, 1180, 2100, 2125, 2150, 2160, 2200, 2225, 2250, 2400, 3100, 3200, 3450, 4225, 4400, 4450

202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212, 216, 217, 218, 220

104, 206

204

*new DCS classrooms

10


Active Learning CommunityInitiated in the fall of 2015, the Active Learning Com-munity was formed when DCS contacted faculty who were already engaged in active learning and asked them to consult on the design of the proposed active learning rooms. In 2016, the community grew into a dynamic cohort of faculty and staff who use, or are interested in using, active learning techniques.

In May 2016, the Active Learning Community hosted its 2nd annual Active Learning Boot Camp, a day of talks, presentations, panels, and demonstrations focused around active learning. Dr. Robert Beich-ner from North Carolina State University—an active learning pioneer—presented the keynote address on the impact of active learning in higher education, and the group toured our first active learning class-room in Tillett Hall. The day also included presen-tations and panel discussions from Rutgers faculty who shared their experiences with active learning, as well as technology demonstrations and workshops.

Since then, the community has meet monthly for workshops centered around different active learning topics. It has evolved into a forum for connecting members of the Rutgers community with ideas, resources, and—most importantly—other colleagues who are pursuing active learning. Membership has grown to nearly two hundred people, and it continues to grow as word spreads of the new active learning spaces and the community formed to support their use.

Arts & SciencesCommunication & InformationEngineeringEnvironmental & Biological SciencesSocial WorkOther schoolsInstitutes & non-academic units

40%

23.1%

6.7%

9.7% 9.2%

5.1

6.2%

Arts & SciencesCommunication & InformationEngineeringEnvironmental & Biological SciencesSocial WorkOther schoolsInstitutes & non-academic units

40%

23.1%

6.7%

9.7% 9.2%

5.1

6.2%

Active Learning Community Membership

11

The collaborative instructor hub in AB 4450


12

Immersive Synchronous Lecture HallsIn Fall 2016, DCS—working with Institutional Planning and Operations and the Office of Information Technology—trans-formed Loree Hall 024 and Wright Lab Auditorium into Immer-sive Synchronous Lecture Halls. These state-of-the-art spaces enable instructors to teach students in two rooms simultaneously. The instructor and students in one room see students in the remote room on large projection screens and converse with them through an array of ceiling microphone. Similarly, students in the remote room interact with a life-size image of the instructor at the front of their room, while also seeing and hearing the stu-dents in the other location. Sightlines are designed to create the sense that the instructor and students are looking at one another, regardless of their campus location. The result is an immersive experience, designed to foster connection, conversation, and collaboration.

The immersive synchronous lecture hall (or “telepresence” lecture hall) connecting the Busch and Cook/Douglass campus-es are part of the President’s and the Chancellor’s coordinated efforts to improve our students’ educational experience by reduc-ing course-related student travel, keeping students on or close to their “home” campuses and moving ideas—professors and course material—to them. Though the students on the respec-

Students in Wright Lab Auditorium attend class in the “catch” room.

Immersion Lectern

The instructor view from the “throw” room.


13Prof. Sara Campbell teaches Exercise Physiology in Loree 024.

tive campuses are in the same classroom all semester—again, on or close to their “home” campuses—the professors alternate between the rooms on a regular schedule, giving both classes equal access to their professors.

The outlines of this project were first ref-erenced in the University’s 2014 Strategic Plan, and the Physical Master Plan, Rutgers 2030, which was released the following year, provided further shape to the concept of technology enabled instruction to help address the geographical challenges on the New Brunswick/Piscataway campuses. Rut-gers 2030 opens by succinctly highlighting a longstanding critical challenge, one that shapes the student experience in New Bruns-wick: “too many students spend too much time getting to, from, and between their classes.” A team from Rutgers worked for over a year refining concepts and collaborating with leading architects and technology integrators on a unique, custom design. The Immersive Synchronous Lecture Halls represent one piece of a coordinated plan to enable students to spend their time in class, rather than getting to class.

Early feedback and survey results indicate that these rooms are successfully offering a preferred alternative to traveling between campuses for class. Furthermore, our close engagement with faculty has resulted in a teaching experience en-hanced through, rather than frustrated by, technology.

The rear of the room in “catch” mode.


Learning Spaces Supported by the Office of the ChancellorDCS assumed responsibility for supporting instruc-tional technology in rooms that are not general purpose classrooms, but that are used for student education offered by units reporting to the Office of the Chancellor. These learning environments—in-cluding the Rutgers Learning Centers and the Kath-leen W Ludwig Global Village Learning Center—offer opportunities to explore new, innovative approaches to space and technology design.

DCS PilotsFor the second year, DCS partnered with faculty to

test and develop new classroom technologies through the DCS Pilots program. We introduce pilot technologies at our May DCS Showcase and then put them in the hands of Rutgers faculty over the course of the following academic year to determine their usefulness and viability in Rutgers classrooms.

CatchBoxCatchBox is a throwable, cushioned, cube-shaped mi-crophone that can be tossed around a classroom without risk of breaking. It can be used to help facilitate participation in large classrooms by being tossed to students during ques-tion and answer sessions. It can also serve as a fun way to help moderate discussions in active learning classrooms by helping to identify who is currently “on the spot.”

DCS partnered with several faculty in the Fall of 2016 to learn more about CatchBox’s viability, and the pilot was enthusiastically received. Moving forward, the CatchBoxes will be a part of the equipment we offer regularly to faculty.

Poll Everywhere Poll Everywhere is a student response system that is utilized through a student’s own mobile device. DCS became interest-ed in it because of the dynamic way it displays

results in real time and because its pricing model—which does not charge students—could enable us to incorporate the software into DCS classroom systems.

Poll Everywhere was very well received by the faculty who utilized it. DCS’s further involvement will be dependent on the University’s larger plans for student response systems.

KalturaIn 2015, DCS worked with other units at Rutgers to procure a site-wide license for Kaltura lecture capture software. In 2016, we highlighted this solution as a pilot technology that faculty could use to easily record their audio, video, and computer presentations in class for use outside of class. By working closely with faculty, we have learned more about how instructors would like to preserve their class presentations, and we are using this knowledge to develop ways to streamline its use for future courses.

Kathleen W Ludwig Global Village Learning Center

Busch Learning Center (SEC)

College Ave. Learning Center (AB)

Livingston Learning Center (TIL)

Kathleen W Ludwig Global Village Learning Center (KLG)

Student Access and Educational Equity (MI)

104, 105D

1125, 1150A, 1150B, 1245B

111M, 111N, 111P, 111L

002, 008, 010, 011, 013, 017

010

14

Learning Spaces of the Chancellor’s Office

a result, we are in the process of providing the software to Princeton University so that they can pilot our technology in their classrooms.

Rutgers Academic Building OfficeThe new Rutgers Academic Building is home to our new-est DCS office. This space, centrally located on the College Avenue Campus, includes two offices, a stor-age space, and a Help Desk area that provides the cam-pus with an inviting location for faculty seeking support and assistance.

2016 Issues & ChallengesEvent SupportSupport for non-curricular events in general purpose was previously provided by Media Services, a unit that is no longer in operation. DCS began handling these requests formally filled by Media Services, providing support on an ad hoc basis. Though this function remains tangential to our core services, DCS is developing plans to scale its event support to best serve Rutgers and its exter-nal community.

2017 Goals & ObjectivesDetermining What 100% Looks LikeAs we near our goal of equipping all general purpose classrooms with a version of the Digital Classroom System, we will continually assess how the systems that go in the rooms are designed and how they function. We will continuously improve the current versions of the system and develop alternatives so that ev-ery space has a system that reflects the type of teaching that occurs there and the value and importance Rutgers places on teaching and learning.

Developing a Network of Immersive Synchronous Lecture HallsAs we improve and support the use of our new Immersive Synchronous Lecture Halls, we will continue to explore the ways in which these spaces are used. We will develop ways for outside parties to connect with the rooms, enabling guest lecturers and remote participation. We will also research methods for capturing the video and audio feeds for future use. Finally, preparations are already un-derway to build additional rooms, creating a network of Immersive Synchronous Lecture Halls that will allow our students to connect with classes on the College Avenue and Livingston campuses in New Brunswick, with Rutgers campuses in Camden and Newark, and with our Big Ten peer institutions and beyond.


SolsticeMersive Solstice can be used by instructors and students to wirelessly share material from laptops, phones, or tablets. DCS first introduced Sol-stice in rooms equipped with Digital Classroom Flip-Tops. In 2016, DCS expanded the deployment of Solstice to all rooms in the Rutgers Academ-ic Building and to the new active learning spaces. During this time, three common usages of Solstice have emerged: we have worked with faculty who have used it to wirelessly present classroom materials from anywhere in the room; students have used Solstice to present or share materials without needing to relocate or provide cables; and, finally, some pioneering faculty have used Solstice to engage in “visual brainstorming,” where the entire class simultaneously shares mate-rial that the instructor then uses as discussion prompts. Feedback and usage statistics suggest a growing interest in Solstice, and we will con-tinue to identify and equip suitable spaces with this promising collabora-tive presentation solution.

OutreachMarketing of Rutgers Room Control In 2016, DCS worked closely with the Office of Research Commercializa-tion to put Rutgers Room Control—the software used to operate Digital Classroom Systems—in the hands of colleagues at peer institutions. As

A Sr. Support Specialist at work in the new Rutgers Academic Building Office

15


Continued Focus on Active LearningAs word of Rutgers University–New Brunswick’s new Active Learning Spaces has spread, so has the demand for more rooms. DCS is developing plans to provide collaborative spaces on the Busch and Cook/Douglass campuses, so all students can enjoy equal access to these spaces. At the same time, we are continuing to refine the types of Active Learning classrooms we deploy by determining the configurations that are most in demand.

The success of our active learning spaces is determined by the quality of learn-ing that occurs inside these spaces, not simply by the quality of the spaces. As we introduce more active learning rooms, we will continue to work with the Active Learning Community to provides opportunities for faculty to continuously develop their teaching, working both with the most motivated active learning fac-ulty and with those who are more reluctant to transform their classes with active learning practices.

University-wide Video Conferencing and Lecture Capture SolutionsAs we have worked with faculty to develop Kaltura as a software solution for lecture capture, we will explore ways of providing classrooms with dedicated lecture capture equipment so instructors can quickly and easily initiate record-ings. DCS is leading a cross-departmental task force with OIT, NJMS, and the RBHS, Camden, and Newark campuses to develop a University-wide plan to develop a consistent video conferencing and synchronous communications platform. As much of this hardware can also provide video conferencing, we will also seek ways to develop dual-purpose rooms suitable for video conferencing and lecture capture.

Faculty CommunitiesThe Active Learning Community and Immersive Synchronous Lecture Hall fac-ulty group demonstrated the effectiveness of working with faculty in cohorts,and we will continue to explore other ways to use this model to work with faculty. Other initiatives, such as lecture capture, may provide additional opportunities to engage with sub-groups of faculty.

Event SupportTo improve the support provided for non-curricular use of our general purpose classrooms, DCS hired a specialist who will provide dedicated support and who will be on site during special events.

Enhanced Support ToolsDCS’s Application Developer has created several back-end tools that staff use to monitor and troubleshoot issues with DCS systems. In 2017, we will expand these tools to include automated alerts for system failures and an online maintenance system that notifies and records when issues are found during routine system tests.

16

Busch ClassroomsClassroom Matrix››

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Classroom Matrix

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017BuschARC 103ARC 105ARC 107ARC 108ARC 110ARC 203ARC 204ARC 205ARC 206ARC 207ARC 212ARC 328ARC 333EN B120HLL 009HLL 114HLL 116PH 111PH 115SEC 111SEC 117SEC 118SEC 202SEC 203SEC 204SEC 205SEC 206SEC 207SEC 208SEC 209SEC 210SEC 211SEC 212SEC 216SEC 217SEC 218SEC 220WL AUD u

KEY Digital Classroom Podium Collaborative Instructor Hub Digital Classroom Flip-Top Immersion Lectern Crestron Touchscreen System SP Push-Button System Pixie Push-Button System PC Podium No System

Cook/Douglass Classrooms

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

18

Cook/DouglassARH 100ARH 200BT 123BIO 205BL 101CDL 102CDL 103CDL 109CDL 110DAV 122FS AUDFS 101FS 109FOR 138AFOR 138BFOR 191 nHSB 106HSB 201HSB 204HSB 206HCK 101HCK 112HCK 113HCK 114HCK 115HCK 117HCK 118HCK 119HCK 122HCK 123HCK 126HCK 127HCK 129HCK 130HCK 131HCK 132HCK 138HCK 201HCK 202HCK 204HCK 205HCK 206 n nHCK 207HCK 209HCK 210HCK 211HCK 213HCK 214HCK 216HCK 218LOR 020LOR 022LOR 024 uLOR 115RAB 001RAB 104RAB 109ARAB 110ARAB 110BRAB 204RAB 206RAB 207RAB 208RAB 209ARAB 209BTH 101TH 201TH 206WAL 203WAL 210

Cook/Douglass Classrooms

Classroom Matrix


1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Cook/DouglassARH 100ARH 200BT 123BIO 205BL 101CDL 102CDL 103CDL 109CDL 110DAV 122FS AUDFS 101FS 109FOR 138AFOR 138BFOR 191 nHSB 106HSB 201HSB 204HSB 206HCK 101HCK 112HCK 113HCK 114HCK 115HCK 117HCK 118HCK 119HCK 122HCK 123HCK 126HCK 127HCK 129HCK 130HCK 131HCK 132HCK 138HCK 201HCK 202HCK 204HCK 205HCK 206 n nHCK 207HCK 209HCK 210HCK 211HCK 213HCK 214HCK 216HCK 218LOR 020LOR 022LOR 024 uLOR 115RAB 001RAB 104RAB 109ARAB 110ARAB 110BRAB 204RAB 206RAB 207RAB 208RAB 209ARAB 209BTH 101TH 201TH 206WAL 203WAL 210

College Ave Classrooms

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

20

College Ave.AB 1100 n nAB 1170AB 1180AB 2100 n nAB 2125AB 2150 n nAB 2160 `AB 2200 n nAB 2225AB 2250 n nAB 2400AB 3100 n nAB 3200 n nAB 3450 n nAB 4225AB 4400 l lAB 4450 l lBH 211CA A1CA A2CA A3CA A4CA A5CI 101CI 103CI 201CI 203CI 212ED 025AED 025BFH A1FH A2FH A3FH A4FH A5FH A6FH A1FH B2FH B3FH B4FH B5FH B6HC E128 n n nHC N106 n n nHC S120 n n nHC S124 n n nHC S126 n n nHH A1HH A2HH A3HH A4HH A5HH A6HH A7HH B2HH B3HH B4HH B5HH B6MI 100MU 111MU 112MU 113MU 114MU 115MU 204MU 207MU 208MU 210MU 211MU 212MU 213MU 301SC 101SC 102

College Ave Classrooms

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

College Ave.AB 1100 n nAB 1170AB 1180AB 2100 n nAB 2125AB 2150 n nAB 2160 `AB 2200 n nAB 2225AB 2250 n nAB 2400AB 3100 n nAB 3200 n nAB 3450 n nAB 4225AB 4400 l lAB 4450 l lBH 211CA A1CA A2CA A3CA A4CA A5CI 101CI 103CI 201CI 203CI 212ED 025AED 025BFH A1FH A2FH A3FH A4FH A5FH A6FH A1FH B2FH B3FH B4FH B5FH B6HC E128 n n nHC N106 n n nHC S120 n n nHC S124 n n nHC S126 n n nHH A1HH A2HH A3HH A4HH A5HH A6HH A7HH B2HH B3HH B4HH B5HH B6MI 100MU 111MU 112MU 113MU 114MU 115MU 204MU 207MU 208MU 210MU 211MU 212MU 213MU 301SC 101SC 102SC 103SC 104SC 105SC 106SC 114SC 115SC 116SC 119SC 120SC 121SC 123SC 135SC 201SC 202SC 203SC 204SC 205SC 206SC 207SC 214SC 215SC 216SC 219SC 220SC 221VD 211VH 105ZAM EDRZAM MPR


Livingston Classrooms

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

LivingstonBE AUDBE 003BE 011BE 013BE 101BE 111BE 119BE 121BE 201BE 213BE 219BE 221BE 250BE 251BE 252BE 253LSH AUDLSH A121LSH A139LSH A140LSH A142LSH A143LSH B105LSH B109LSH B110LSH B111LSH B112LSH B115LSH B116LSH B117LSH B121 n nLSH B123LSH B205LSH B267LSH B269RC 1RC 2RC 3TIL 103ATIL 103BTIL 103CTIL 103DTIL 105TIL 116TIL 123TIL 125TIL 127TIL 204 l lTIL 207TIL 209TIL 224TIL 226TIL 230TIL 232TIL 242TIL 246TIL 251TIL 252TIL 253TIL 254TIL 257TIL 258TIL 264

22


Livingston Classrooms

Classroom Matrix


1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Classroom Matrix


2016 annual report - rutgers university · 2019-12-31 · 2016 by the numbers 4 293 2,346 support...

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