Learning Resources

Abstract: State institutions of higher education in Connecticut are experiencing a dramatic and unprecedented period of change: the consolidation of four universities and 13 community colleges into Connecticut State Colleges & Universities (CSCU) and the creation of a new administrative structure. This article charts the early stages of this process, presenting events as they unfolded during Governor Dannel Malloy’s first term beginning in January 2011, through his November 2014 reelection, until his state budget was passed in June 2015.

Advocates of systemness in higher education are challenged to balance the promise of centralized leadership and localized prerogative in designing and implementing policy. Systemness offers the promise of synergy and innovation within and across the system guided by common purpose and vision.

This article discusses five specific implementation processes and challenges: a systemwide credit transfer articulation program; Southern Connecticut State University’s early Transform CSCU 2020 initiatives; an ongoing effort throughout CSCU to develop a systemwide identity; the potential impact of budget constraints on systemness; and difficulties selecting and developing administrators and leaders.

Abstract: The Glendale Community College integrated strategic planning model represents a significant paradigm shift at the institution. Rather than focus exclusively on the production of a strategic plan, the college now seeks to vertically integrate planning at the departmental, divisional, and college levels and horizontally integrate planning with resource allocation and assessment across the organization. This disruptive innovation allows the college to remain true to its mission and ensures the allocation of resources to strategic priorities linked to student success.

Abstract: The impact of climate-related events poses a major threat to campuses nationwide, a trend expected to only worsen as the climate continues to change. However, a recent study by Haley & Aldrich found that 94 percent of organizations across many sectors—including higher education—are facing significant challenges that are delaying resilience planning and deterring progress. Instead of undertaking measures to address longer-term changes such as increasing temperature extremes, these organizations typically focus on short-term events such as weather-related emergencies. Despite these issues, the study found colleges and universities to be among the most proactive groups in addressing climate change. This is encouraging, as the impact of increasingly severe climate-related events on the aging or otherwise vulnerable infrastructure of many campuses makes planning for climate change a priority. The welfare of students, the continuity of service, and the long-term soundness of the buildings that house some of the world’s finest centers of higher education depend on it.

Abstract: New York was dealt a devastating terrorist attack in 2001, saw the fall of its financial giants in the crisis of 2008, and in 2012 was battered by a powerful storm that flooded its communities. The reality that this waterfront city continues to thrive demonstrates the magnetism of this adaptable place. Through the city’s plan for A Stronger, More Resilient New York, the state’s effort in New York Rising, and outcomes from HUD’s Rebuild By Design Competition resiliency is being implemented. Design with the place in mind is how our firm approaches resiliency. These are the stories and lessons learned from Cooper Robertson’s experience.

Abstract: Within the higher education community, there is increasing awareness of the need to plan for more frequent occurrences of natural hazards and the effects of climate change. Many institutions are recognizing the operational and financial risks posed by these threats. Case studies at the University of Christchurch, Canterbury, and The Ohio State University demonstrate the value of a campus plan for guiding decisions around resilience. Incorporating resilience planning into the campus planning process provides an opportunity to engage key stakeholders to address a campus’s vulnerabilities, align resilience-related investments with the broad campus vision, and ensure the long-term viability of the institution.

Abstract: The location of the new Whitney Museum of American Art, adjacent to the Hudson River in New York City, is particularly sensitive to rising water levels and storm surges. The building, designed by Renzo Piano Building Workshop in collaboration with Cooper Robertson, anticipates the effects of climate change and protects the museum’s staff and collection. This article examines the building’s design and the technical challenges of redesigning and implementing integrated and temporarily deployable flood mitigation strategies and technologies that demonstrate a successful precedent for any institution planning to build on the world’s changing waterfronts.

Abstract: American universities are engaging to a greater degree in experiential modes of learning—similar to Montessori education—to engage learners from the millennial generation. Faculty and staff at colleges and universities must adjust to new ways of offering active and hands-on elements in academic programs to help prepare students for knowledge acquisition and lifelong discovery.

Abstract: University “crisis management” can be more effective with prior planning and preparation. Campus leaders need to be sensitive to both the public relations and legal dimensions of the knotty issues they are likely to face. The two authors—an attorney and a public relations executive—identify seven steps that universities should take to be well prepared for that inevitable day when a crisis descends onto their campus without warning.

Abstract: Colleges across the United States have become greener, and efforts are underway to enhance their sustainability practices and reduce their carbon footprint. This article is not about the greening of our campuses. It is about planning and preparing for the effects of climate change. It concerns the need to adapt our campuses for the future. This article makes the case that life on our campuses will have to change. We will have no choice. We need to prepare for this change, adapt to it, and reengineer ourselves to be more resilient in the face of it. Moreover, it is our position that it would be fiduciarily and morally derelict not to do so. This article argues that one way to persuade boards of trustees and others within institutions of higher learning that the time to prepare is now is to present the science within the context of the coming effects on our own campuses. This article uses our own campus as a template and makes several suggestions for how to start both the conversation and the planning.