Learning Resources

Abstract: Sustainability guidelines for campuses typically focus on the environmental, structural, and organizational aspects of colleges and universities. The Sustainable Sites Initiative (SITES) expands the definition of campus sustainability by including “Socially Equitable” design guidelines that consider how people interact with and within campus landscapes. Landscapes that afford (1) mental restoration and (2) social interaction become sustainable under the SITES definition. This study conducted at Agnes Scott College and The University of Georgia tests the criteria associated with these guidelines to determine their relevance and impact. Through mapping exercises, direct observation, and a questionnaire survey, data were collected from 120 students to determine which “sustainable” criteria are relevant to campus landscapes. The findings confirm the criteria listed in the SITES guidelines and introduce additional criteria to consider for enhancing Socially Equitable design standards on campus.

Abstract: The United States relies on science, technology, engineering, and math (STEM) graduates to enhance national innovation and economic development. Recently, however, great concern has arisen about the quantity and quality of STEM graduates and the need to recruit and graduate more minority students from these disciplines. This exploratory qualitative study used interviews and document analysis to gain additional insight into the ways that habitus, academic preparation, academic and social integration, and interventions and inducements interact and influence the persistence to graduation of minority students in the STEM disciplines.

Abstract: Learning happens best when students are engaged with the topic and productive participation is at its highest. The challenge in education is how to reach students at each level of development to increase motivation and intention. Instruction must be culturally responsive to support the achievement of a diverse population using a framework that meets the appropriate level of learning for each student in the affective, cognitive, and psychomotor domains in order to inspire creativity and innovation. In teaching in the medical field, the faculty is faced with the same challenges, since the theories taught in medical education are difficult for students to grasp. There are fewer designated methods for medical education than for general education, leading many educators to fall back on standard lectures. However, traditional lecture materials and class-time methods fail to meet the learning needs of all students. A proven way for teachers to engage students and improve learning outcomes is through the relevant use of e-learning and Web 2.0 tools in teaching. The literature supports the case for integrating e-learning and Web 2.0 technologies into medical education to improve learning outcomes.

Abstract: During the 2009–10 academic year, Idaho State University embarked on a university-wide structural reorganization. This article describes the change process leading to the creation and development of the Division of Health Sciences, using John P. Kotter’s “8-Step Process for Leading Change” as the framework for analysis. The authors conclude that while the reorganization process generated controversy, it continues to be a work in progress and has resulted in noticeable benefits for the division.

Abstract: Will online education render the traditional university campus irrelevant? Is there a there there when it comes to online education? What makes the flesh-and-blood, brick-and-mortar material realm still relevant—even essential—to education? While online education has brought with it radical transformation, bringing people together in physical space is and will be essential for student success. The reasons for coming together, however, are changing; institutions must adapt if they are to remain vital. Institutions need to know where they stand. What is their “there”? What can they do “there” that cannot be done online?

Abstract: Change in higher education is ubiquitous. Accountability, assessment, outcomes, competencies, affordability, and quality continue to be of critical importance to stakeholders, policy makers, students, and communities. A three-part strategy for reinventing the paradigm around student success includes analytics, policies, and politics. As stewards of the future, we all need to be aware of the importance of analytics in developing continuous improvement strategies; the role of policies in supporting the framework that allows us to deliver on the promise of education; and the politics that form the complex environment that must sustain and support new approaches to meeting students’ learning needs.

Abstract: The passing of the Complete College Tennessee Act (CCTA) was a watershed moment in how the state’s institutions of higher education operated and would be funded. Under the act, state policy shifted to focus on degree production, efficiency, resourcefulness, and economic growth. This article examines how one public institution prepared itself in a fluctuating leadership climate to navigate a quickly evolving and complex planning environment. It discusses the background and fundamentals of CCTA as they relate to higher education funding, the implications for strategic planning and assessment at the university, and the promises and challenges of new accountability formulas for quality improvement in higher education.

Abstract: College and university administrators understand that parking is a necessary and valuable resource. By taking a fresh look at their campus parking resources, planners across the country are using parking to achieve a wide array of objectives, including promoting important institutional values like sustainability. They are also using cutting-edge technologies to improve the quality of life on campus and streamline the administration of campus parking facilities. Furthermore, the emerging trend of privatizing or leasing campus parking offers new opportunities for financing important institutional initiatives. These—and other—trends are helping colleges and universities fully realize the potential of their parking resources.