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Changes in the physical environments of health care settings have become increasingly common to meet the evolving needs of the health care marketplace, new technologies, and infrastructure demands. Physical environment change takes many forms including new build construction, renovation of existing space, and relocation of units with little to no construction customization. The interrelated nature of the complex socio-technical health care system suggests that even small environmental modifications can result in system-level changes. Environmental modifications can lead to unintended consequences and introduce the potential for latent safety threats. Engaging users throughout the change lifecycle allows for iterative design and testing of system modifications. This chapter introduces a flexible process model, PROcess for the Design of User-Centered Environments (PRODUCE), designed to guide system change. The model was developed and refined across a series of real-world renovations and relocations in a large multihospital health care system. Utilizing the principles of user-centered design, human factors, and in-situ simulation, the model engages users in the planning, testing, and implementation of physical environment change. Case studies presented here offer exemplars of how to modify the model to support individual project objectives and outcomes to assess at each stage of the project.

This chapter is the first of three analytical chapters which explore the research findings. Drawing on data gained through community guided walks and mental maps workshops, the chapter examines the diversity of everyday spaces in Comuna 13 and the practices of use the inhabitants develop in them. It establishes them as important social spaces, defined by their material configuration and the activities taking place in them. Streets, paths and stairs, front gardens, sports fields, play areas, squares, parks, green setbacks, leftover open spaces and leftover landscape are presented as the main categories of open spaces, some of them developed formally, while others established informally through the residents of Comuna 13, and some of them more publicly usable, while others more private. Additionally, other important community spaces mentioned in the data-gathering activities are portrayed.

Supporting entrepreneurship and innovation is a goal for many college campuses. How can your library support those goals? Should you add a makerspace to your library? Or make other costly changes? Library spaces help students think at a higher level, to be creative, innovative, and entrepreneurial. It is rare to have a dedicated spot on campus for thinking. Our libraries are those spaces. Spaces that strongly foster entrepreneurial thinking range from quiet reflective spaces to noisy collaborative spaces. You do not need to do an elaborate study to understand your library spaces. To assess your library spaces as they relate to innovative and entrepreneurial thinking, first take an inventory of your existing library spaces. By examining your existing spaces and the activities in them, you see which of the six essential types of spaces you have and which ones you lack. Once you have done a space assessment, you can see how you can readily add any of the six spaces you lack. A case study of an academic library’s space inventory, assessment, and recommendations helps illustrate the process. You use your space inventory for present and future space planning and to communicate your worth to your stakeholders. Libraries can market unique spaces to students (e.g. “Here are spaces to help you think creatively”), support Creative Campus initiatives, and promote library spaces which foster entrepreneurial thinking.

Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.

The effective use of student data has gained increasing attention in the past 10 years. Although district leaders would like to support data use and improvement, exactly how to go about such work systemically is often unclear. Accordingly, the aim of this chapter is to illuminate the inner workings of data use throughout a mid-sized school district. In doing so, we highlight issues in how data were used and supported, and provide discussion about how districts such as this one may improve data use throughout the district.