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Learning Resources

Where planning comes together. T​he power of SCUP is its community. We learn from one another, sharing how we’ve achieved success and, maybe more importantly, what we’ve learned from failure. SCUP authors, produces, and curates thousands of resources to help you prepare for the future, overcome challenges, and bring planning together at your college or university.

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Delivered
July 13, 2021

SCUP Fellow Presentation | Peripheral Vision

Planning and Designing Diverse, Equitable, and Inclusive Learning Environments

Gain an early view of a yearlong study into creating a set of metrics for campus planners and facility designers to assess physical space on campus in support of the strategic planning values of diversity, equity, and inclusion.
Abstract: Gain an early view of a yearlong study into creating a set of metrics for campus planners and facility designers to assess physical space on campus in support of the strategic planning values of diversity, equity, and inclusion. We'll review common themes found in strategic plans across institutional typologies and contributing research and studies on the topic. Student input on belonging, including a student design competition, provide thought starters to institutions in the form of scalable vignettes. The vignettes, alongside a developing list of criteria and metrics around campus environments, including outdoor space, building entries, public study and lounge space, formal instructional environments, research labs, and residence halls, will provide a roadmap for translating diversity, equity, and inclusion from core values and strategic themes to impactful, informed, and authentic physical projects.

Member Price:
Free

Non-Member Price:
Free

Published
April 15, 2021

Advancing Institutional Sexual Violence Prevention Education Through Faculty Research: Part 4

A Perspective From a Student Activist

Ella Goodwin, a Lafayette College senior and co-president of a student organization called Pards Against Sexual Assault, shares a student’s desire for clear institutional planning in areas of critical student concern.
Abstract: Ella Goodwin, a Lafayette College senior and co-president of a student organization called Pards Against Sexual Assault, shares a student’s desire for clear institutional planning in areas of critical student concern. She emphasizes that financial renumeration for the work that student activists already do to create and support vital campus programming is critical to successful partnerships. She highlights the importance of the opportunity to develop research skills for undergraduate students particularly beyond STEM.

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Delivered
October 5, 2020

2020 Southern Regional Conference | October 2020

Paradigm Shift

A 21st Century Model for Hands-On Learning

Experts in design and education, along with a diverse, multi-disciplinary student panel, will share their perspectives on the future of hands-on learning.
Abstract: The post-COVID era will bring a new normal in learning as well as an opportunity to redefine, future-proof, and enhance education for students in hands-on programs. Experts in design and education, along with a diverse, multi-disciplinary student panel, will share their perspectives on the future of hands-on learning. A significant shift in the traditional modes of education will challenge institutions and educators. We’ll share strategies for meeting these challenges on your campus by designing hybrid spaces and programs that capture the interplay of on-campus experiences that are critical to student success.

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Non-Member Price:
$50

Published
June 24, 2020

How Students are Feeling & How Institutions are Planning

Inform your planning and decision-making for the fall as you prepare for a new academic year by using data from a recent national student survey and institutional perspectives gathered from more than 60 institutions. In this program, we offer five recommendations for acting on these insights so that colleges and universities can adapt and enhance the programs and places they offer, how they operate, and how they are organized.
Abstract: Inform your planning and decision-making for the fall as you prepare for a new academic year by using data from a recent national student survey and institutional perspectives gathered from more than 60 institutions.

We set out to answer questions that are on the minds of so many institutions as they try to understand how their students are feeling and decide if / when / how to reopen their campuses in the fall. While students are generally satisfied, they have found some aspects of the COVID-19 transition challenging, miss the sense of community that campuses fostered, are questioning the value of their education, but despite all this are likely to return in the fall.

Member Price:
Free

Non-Member Price:
Free

Published
June 3, 2020

Impact of COVID-19 on Campus

An Overview

Panelists Michelle Maheu, Wellesley College, and Rear Admiral Francis X. McDonald, Massachusetts Maritime Academy, shared their insights about developing response processes and the potential outcomes on their respective campuses, especially when making decisions when information is limited and the variables are unknown. This session was moderated by Deirdre Fernandes, a reporter with the Boston Globe.

This is the first installment of the series “Less Talk, More Action: Tactical Topics to Return to Campus.”

Abstract: Panelists Michelle Maheu, Wellesley College, and Rear Admiral Francis X. McDonald, Massachusetts Maritime Academy, shared their insights about developing response processes and the potential outcomes on their respective campuses, especially when making decisions when information is limited and the variables are unknown. This session was moderated by Deirdre Fernandes, a reporter with the Boston Globe, who has authored recent articles related to the impact of COVID-19 on Boston campuses.

Member Price:
Free

Non-Member Price:
Free

Published
December 1, 2003

The Impact of Technologies on Learning

A study at the University of Washington called “Listening to the Learner, ” asked students about their desire for using technology in coursework, and facult about current approaches/barriers. Curricula were developed that intergrate education technology in a learner-centered way.

From Volume 32 Number 2 | December–February 2003

Abstract: Today’s college students believe that learning technologies are necessary tools that should be integrated into their course work. However, faculty have not yet responded to these expectations. This qualitative study engaged approximately 100 faculty and undergraduate students at the University of Washington in focus groups to explore this discrepancy between students’ desires to utilize technology and actual faculty integration of technology. Universities and colleges can resolve this digital disconnect by assisting in planning curricula to meet student and teacher needs, aligning support and services to technology adoption to overcome present barriers, and informing the design and development of educational technology.

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