Colin Campbell ’05 and Justin Pease ’06, teaching assistants for Computer Information Sciences 300, “Introduction to Computer Game Design,” demonstrate the use of one of the workstations in the CL3 lab.

An innovative “shape-shifting” computer lab in Uris Library at Cornell University is designed to enable groups of students to collaborate without a lot of pushing and shoving to find a place in front of the screen. The lab was formally dedicated with a ribbon-cutting ceremony September 27.

Each of the nine computers in the Cornell Library Collaborative Learning Computer Lab—CL3 for short—is mounted on a curved table about six feet wide, with two side-by-side displays and two keyboards. The tables are on wheels and can be rearranged to accommodate groups of 2, 4, 6, or 8 who can all see each other’s screens. The computers’ Internet connections are wireless, so that as the tables are moved around, the only cables to worry about are the power cords, and outlets in floor boxes allow the tables to be moved anywhere.

The idea for the flexible arrangement came largely from a course in computer game design taught by David Schwartz, a lecturer in computer science. The course brought together programmers, artists, and musicians to collaborate on game creation, and in the old-style lab where the class first met, it was common to see half a dozen or more students clumping around one screen.
Schwartz worked closely with library staff and CIT’s Academic Technologies group in developing the concept for the lab, which he originally proposed in a Faculty Innovation Technology grant. He credits key elements of the design to a two-hour brainstorming session with Daisy Fan, Cornell assistant professor of computer science.

“Students often find ‘sardine-packed’ computer labs rather daunting and not conducive to group work,” he said. “As a result, such intense environments adversely affect student diversity in many technical studies.” Schwartz points out some studies have shown that traditional technical-learning environments may dissuade women and underrepresented minorities from pursuing careers in computer science and engineering.

Provost Biddy Martin agrees. “I remember when people thought computers would lead to total isolation,” she said at the dedication, noting that the prediction was wrong, and young people had found ways to use computers to foster communication. “I hope that greater interaction might attract more young women,” she said.

Schwartz and other researchers plan to study the effectiveness of cooperative instructional models for science, mathematics, and technology in improving student motivation, learning, and retention.

“We’re looking at a research experiment,” he said. “In a year or two we’ll see what works and what doesn’t, and then we may come to the university and say ‘We want more of these.’”

—Cornell News Service