 I have the neck or whatever it is that takes screen sharing. Fingers crossed. Fingers crossed. Okay. So does that show the correct slides or is it my presenter view? It looks great. Ah, okay. Well, okay, so Meg is on here. She is my co-presenter today. So as you can imagine, as you've already figured out, our team, our University of Florida team approached the topic of how do library spaces facilitate innovative research, creative thinking, and problem solving. So I am Valerie Manson. I am chair of Marston Science Library where we conducted the research, and I'm also assistant dean of assessment. Meg, who is also on here, Dr. Meg Portillo. Meg, you want to introduce yourself real quick. Sure, Val. I have been involved in this project from the design perspective. We have an engaged design lab in the department of interior design and Jason Minnelli Shilabash and our graduate assistant, Adrian Del Monte came from the design side. Thanks, Val. Yeah, so when we first submitted our applications to explore this research topic, we kind of didn't know what we were getting ourselves into. And so it was just the four of us within the library side of things, but once we started developing our study, we realized we needed the expertise from the interior design side of things. And luckily, Jason and Meg and Adrian and Shilab were all really excited and enthusiastic to participate. And I think they've done a lot. They've added so much to our research project. Laura and Sarah and Jean and all the others who aren't here today really wanted to be here, but they've left it with Meg and I. So our team developed a mixed method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups to validate the adjective checklist. This study identified the following questions. How do research libraries facilitate innovative create innovation, creativity and problem solving competencies among its patrons? What are students ideal space needs for specific floors within Marston? And what kinds of unique study environments do they require? We also identified how do current MSL floors compared to the students ideal space needs? And how might MSL or Marston Science Library, sorry, better support the different study dimensions to identify building capabilities? And so we did that with these four areas of our research study. And beginning with the spatial analysis, we did eight observations per floor, 30 minutes each, and that was in January of 2020. So this was right before COVID hit. We were still very busy in our space. And this spatial analysis was conducted by Adrian Del Monte. And he gave us a baseline for thinking about the ways the library was designed with individual group and public or communal and private spaces all sort of laid out within the current floor plan. And then he looked at how students truly use those spaces in different ways. And the analysis showed that individual student use is frequently happening in group design spaces and that the need for multiple types of group and individual spaces were indicated based on this activity. And so these floor maps show the use of the different floors at both high and low volume periods. On this slide, we illustrate how we surveyed students using the adjective checklist in which we used 14 adjective pairs. And so you had something like exciting and gloomy or public private, social, unsocial. And we identified in the design literature, these had been identified in design literature as one way of assessing how students feel in different spaces. So we used images as visual prompts because we ended up with an online survey rather than an intercept survey, which had been planned prior to COVID. So the images show the difference between how students feel about the current space on the left compared to their ideal space or a renovated entry floor, which gave us some ideas for future changes. And then what are findings, the overall findings from this, from the intercept survey was that graduate students need, graduate student needs are very similar to undergraduates. And in fact, what we found was that graduate students want to be very inclusive of their undergraduate studies and don't need to isolate themselves within a very particular floor or have a dedicated space. Primary usage is for individual study or singular person study for both groups. And as I said, there's not a clear mandate for a graduate only floor. The maker space technology was not a focus for students. So while we have a maker space and we care a lot about how it's used and it's, and, and, and the type of space that we provide students really weren't the students who participated in the study. We're more focused on computers and outlets and strong Wi-Fi and, and just dedicated space. And this is Meg's turn. Sure. Thanks, Val. So as we got further engaged from the design side to you know, into really trying to tap into what the space felt like and, and how it served the students and how it could be improved. We moved into more of a studio learning model. And this involves the students working in small teams generating ideas and concepts and playing those through into more technical ideas. The process was, was fueled by the research that we collected on over 300 respondents to the survey and also focus inter focus interviews. So Val next slide please. And you're going to see a sampling of images that our students generated. These are, this is original work. The teams were in groups of four to five. And they presented to both constituents from the library that were on the research project, as well as other faculty in the design and architecture area at a midpoint review and then used that input to even fuel their and develop their ideas further in, in the end point. A thing that was great about the collaboration is, as you know, there are many different ways that you can enhance space. It's not a singular right answer. So this really gives the team at Marsden and the decision makers. You, I'm sure know Dean Judy Russell and others, some, some real, you know, some different options that you can pull together and, and really help design the library, not just for the immediate few years, but, but well into the future by having going from a base and more evidence informed design. So next slide please. So essentially the students were focusing on creating a sense of place. It was a shift from I like this design or I like how this looks to getting at a deeper level of place making. And also thinking students are not just working individually, although there, there's a role for that, but they're working in different teams and smaller teams and larger teams, but became central to our approach. And we saw this bubbling up across the design studio teams was really trying to empower those who studied and worked in the libraries as well as the, as the library staff in terms of offering a lot of possibilities for choice and control. So this, if the students were working there at times for fairly long periods, and they might want to pivot to a different kind of space as they moved through the work they needed to do. And especially we were focusing on some higher end creative work and research. We also, again, some of the choice and control you'll see in the different range and variety of seating options, as well as creating a strong synergy with the natural environment. Val next slide. And again, here you can see around the periphery of this space and again, this is original work generated by juniors in our studio. You can see students getting an anchoring sense around the periphery of the room being close to nature and natural viewpoints. You can see others that are almost in a prone position on the floor, different kinds of tablets for different kinds of work and preferences. Okay, next slide. And again, this is kind of interesting. What you're looking at is essentially about the same size space and the way you can block it in different areas through design to create larger groups and also think about how you might serve individual focused studying. Next slide. Again, the students really pulled from nature there was that sense of biofilia that goes beyond having plants but more of an infusion within the space that would help reduce some tension and anxiety that we're even seeing and that we were seeing in students before the pandemic that certainly became heightened in not only students but in people of all ages and that use our spaces and students of all ages. So again, we're starting to see through materials and inspirations and we're going outside Marsden Library and trying to pull some of that bomb from nature into the interiors. Okay, next slide. And Val, do you have a final send off and thank you. Thank you. I just want to thank everyone who has contributed. I mean, because we didn't do this just us. It took, we talked to Stephanie McRinald Syracuse. She had sort of had some questions about the adjective checklist and that helped us sort of develop that idea, that concept. And then we also had presented at three of the workshops and I think that was really helpful for us to develop sort of it's our studies usefulness more broadly to be applied at other institutions. And I might just quickly add Adrian and I presented this work at a national design conference and Adrian won a top award for it in terms of showing a really strong synergy between design making an impact on the larger campus. So, Greg, we want to hand it to you.