Learning Resources

Abstract: Book review: The Four Cultures of the Academy, by William Berquist. Joosey-Bass, 1992. 250 pages. ISBN 1-55542-4317.

Abstract: Subtitles: Allowing a voice; Creating the fundamentals; Pull quotes: "They are indispensable." "A substantial portion of student time is spent with non-ladder faculty." "The enhanced faculty should be represented too."

Abstract: Colleges and universities need "a wise process in place to assist in their planning of what to do with their venerable and least attractive buildings." This requires a feasibility study such as the following seven-step model. Step one: determine the project requirments." What should the renovation's purpose be in terms of space, program, aesthetics, budget, etc. Step two: evaluate the exisiting conditions. Architects and engineers should coduct a thorough inspection. Step three: perform a code analysis. New codes are typically required whenever renovation takes place. Step four: analyze the program/building fit. This helps determine whether the building is suited for the new use based on circulation, adjacencies, area, etc. Step five: develop alternative design concepts. The architect should begin developing several design solutions that are complete enough for beginning cost analysis. Step six: conduct regulatory reviews. The alternative concepts should be presented to outside audiences with a public and/or regulatory interest in the project. Step seven: select the preferred design alternative. The alternatives are presented to university leaders with an explantion of major rationale. The authors believe money spent on this will pay for itself in savings during actual realization and life of the project.

Abstract: Book Review: The Invisible Faculty: Improving the Status of part-Timers in Higher Education, by Judith Gappa and David Leslie. Jossey-Bass, 1993. 324 pages. ISBN 1-55542-517-8

Abstract: Teaching in colleges and universities is going through a revolution brought on by changes in the student-teacher relationship, the volume of new sources of information and knowledge, and new electronic technology. All have implications for facilities planning. Three principles should be kept in mind when planning instructional space. First, "plan for the full range of teaching modalities." All classrooms need not be high-tech. Second, "plan for change and flexiblity." Technology changes rapidly. Third, "focus on the exchange of ideas and the acquisition of knowledge," not the latest technology." There are also six variables to keep in mind in teaching facilities design. These include "the different delivery modes of education material, the size of the class to which the material is delivered, lecture/video or discussion/interactive format, form of computer instruction, self-paced learning modalities, discipline-specific laboratories or classrooms." It is also helpful to consider two categories of classrooms: larger, fixed design spaces and smaller, flexible design spaces. Fixed-design rooms include conventional large lecture halls, tiered classrooms, and camera-equipped classrooms. It is most important to determine the appropriate mix and arrangement before beginning any classroom modernization program. In this way, focus can remain on the teaching, not the hardware.

Abstract: Book review: The Facilities Audit: A Process for Improving Facilities Conditions, by Harvey Kaiser. Association of Higher Eudcation Facilities Officers (Alexandria, VA.), 1993. 102 pages. ISBN 0-913359-71-8

Abstract: Book Review: Paving the Way for the 21st Century: The Human Factor in HIgher Education Financial Management, edited by SIgmund Ginburg. National Assocaition of College and University Buisness Officers, 1993. 240 pages. ISBN 0-915164-88-4.