Learning Resources

Abstract: How can the campus best support student development in a safe, yet open environment? On an urban campus, these concerns are intensified: There is much more localized activity for students to engage with in their city environment, and many more stakeholders influence how the institution can assert itself in that environment.

In this 2022-2023 SCUP Fellow research report, Joel Pettigrew reflects on how campus edge dynamics and student sense of security play out at several urban campuses. Pettigrew weaves together his operational understanding of campus life with a design understanding of how planners and architects approach the campus to explore how these “two languages” inform student security and well-being, and notes in conclusion that there are many research threads yet to follow.

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: A program cost study was conducted at a large midwestern university to determine department level expenses and revenues associated with the mission-critical activites of instruction, research, and service. The analysis is patterned after a controversial study conducted at the University of Rhode Island (Swonger and Mead, 1996: Cordes, 1996, Roush, 1996) but includes significant improvements based in the availability of well-developed models for allocating costs (Responsibility-Centered Management, or RCM) and attributing faculty effort to these mission-critical activites (Instructional Effort Report/Capacity Model). Rcm has been used for nearly a decade to allocate all campus revenue and expenses to academic units. The IER/Capacity Model has developed over the course of the ten years from a system for illustrating faculty teaching loeads to one concerned with total faculty workloads. The results of the cost study ere promulgated through a series of reports and meetings with university administrators. The reports provide to them a wealth of cost information to supplement exisiting evaluation mechaisms assesing program process and quality and were incorporataed into the annual planning and budget proceses across all campus units.