Learning Resources

Abstract: So, what’s happening ‘down under’ in campus sustainability? Providing an international context, our authors use Australian examples to describe planning for campus greening, learning for sustainability (curriculum), institutional learning, and competency-based training initiatives.

Abstract: Creating a campus master plan is the first step in the process of managing enrollment growth; however, the plan is not just a document about buildings and parking spaces and classrooms and square footage. The plan should be viewed as an investment in the future of the institution and a way to link the college's mission and vision statements to the physical learning environment. This article examines the planning process, with special emphasis on community and consensus building, using case studies from two rapidly growing community college districts in Texas and California.

Abstract: This monograph offers ideas, insights, and information about campus heritage. It describes and illustrates the contributions campus heritage can make to promote, strengthen, and support institutional goals and objectives and outlines suggested methods of incorporating campus heritage in campus plans, facility plans, and campus design concepts.

Richard Dober (1928–2014) was a planning and design advisor to more than 450 colleges, universities, and cultural institutions worldwide, as well as to foundations and government agencies, the World Bank, and UNESCO. He wrote nine books and numerous articles on planning and design and was a founder of the Society for College and University Planning. He led consulting firms since the early 1960s, including most recently, Dober Lidsky Mathey, a firm specializing in campus planning and facility planning services.

Abstract: While historic preservation of campus architecture has become widely supported within the last generation, it has at the same time become more complicated. Ehrenkrantz and Eckstut have suggested a three part planning strategy. Part one: planners should gather basic informationon each campus building. Next each part of the building should be rated for preservation. 1 might mean a detail or space of great importance which should be carefully restored, while 5 might be an unimportant space which should be modernized to suit current needs. Part two: A phased plan should be develop which spans the next decade with proirities established and a clear sequence including cost estimates. Flexibility should be built into renovations and new construction as anticipation of further renovation. Part three: The next step is to identify athe means and methods weighing such as availability of materials and suitablility of today's program. If a preservation campaign is well planned it can be done well at the same cost of even under the cost of new construction, and will demonstrate the respect for history and culture embodied in the institution.

Abstract: The process of devising a financial strategy to enhance its academic distinction began at Rutgers, a large, public, research university, in 1980 with a not uncommon statement of the Rutgers Board of Governors that sounded like many other mission statements. It used the expected phrases: continue development as a national and international resource by improving quality of instruction, research, and service; increase emphasis on scholarship; expand graduate and research areas of excellence; enhance programs to serve society's needs for broadly educated, humane, competent professionals to serve New Jersey's needs in education, business and industry, public policy studies, government, and other areas. But the Rutgers board did not see the statement as a platitudinous expression to be said and forgotten, and called upon the University administration to implement the statement with all due speed. What follows is the story of its implementation and the results of that action.