Learning Resources

Abstract: The landscape of a campus is often what makes it memorable. Landscape can unify a campus and represent a college's devotion to stewardship of the land. It is helpful to look at three main landscape designs: hard surface areas, site furniture, and soft surface areas. A balance must be achieved between hard paved and soft, grassy surfaces. Among concerns that must be dealt with are the proper width for pedestrian paths, disabled access, the cost of various paving materials, and the encroachment of vehicular traffic and parking. Colleges and universities should have site furniture that is unified, consistent, and compatible with the campus architecture and the values of the institution. Barbecue areas near dormitories, trash receptacles, security lighting, and quality of signage have all become increasingly important or popular. Planning of soft surface areas contributes greatly to the beauty of the campus; however, environmental concerns have made sustainability a goal. Trees must be carefully planned, yet with regard to ordered plantings, tree replacement planning is a must. To support funding for a high-quality campus landscape, it takes a commitment from administrators, trustees, and leading faculty. With such a commitment, a natural environment that nurtures the scholarly life can be created .

Abstract: Book Review: Quality: Transforming Postsecondary Education, by Ellen Earle Chaffee and Lawrence Sherr. ASHE-ERIC Higher Education Report No. 3. School of Education and Human Development, George Washington University, 1992. 120 pages. On Q: Causing Quality in Higher Education, by Daniel Seymour. American Council on Education/Macmillan, 1992. 196 pages.

Abstract: Planners, architects, and administrators have long worked to comply with section 504 of the Rehabilitation Act of 1973. Under 504, older buildings did not have to be accessible as long as an individual could participate in the college's program. However, the passage of the Americans with Disabilities Act (ADA), which went into effect July 26, 1990, brought major changes for colleges and universities. Under the ADA, private universities and public universities have different regulations, but both must immediately begin barrier removal. Most colleges and universities have responded to this imperative in three different ways. A risk mangement approach is a calculated risk that current barrier removal efforts are sufficient until we see how courts interpret the ADA. A priority mangement approach does not remove all readily achievable barriers at once but sets priorities and begins with the highest. A comprehensive management approach spends funds to create a comprehensive plan for cost-effective barrier removal before any funds are spent on actual removal. With each approach it is recommended that institutions seek the advice of a legal counsel and document all decisions. It is also important to remember that fear that compliance will be too expensive is neither responsible nor defensible in court.

Abstract: Book review: Reaching Learners Through Telecommunications: Management and Leadership Strategies for Higher Education, by Becky Duning, Marvin Van Kerkerix, and Leon Zaborowski. Jossey-Bass, 1993. 300 pages.

Abstract: Book Review: Revitalizing Undergraduate Science: Why Some Things Work and Most Don't, by Shelia Tobias. research Corporation, 1992. 192 pages.

Abstract: Book Review: Developing Effective Policy Analysis in Higher Education, by Judith Gill and Laura Saunders. New Directions for Institutional Research Series, No. 76. Jossey-Bass, 1992. 94 pages.