Learning Resources

Abstract: The higher education literature continues to highlight difficulties with efforts to implement and sustain institutional effectiveness activities. This article describes an implementation effectiveness model from the field of organizational management and applies it to the implementation of institutional effectiveness initiatives in higher education. As a predictive or evaluative tool regarding implementation success, the model can assist administrators, faculty and staff in developing targeted approaches to institutional effectiveness work within any institution of higher education. The authors share their experiences at the University of New England, illustrating the importance of key variables in the model.

Abstract: This report from the SCUP Campus Facilities Inventory (CFI) aggregates space data submitted to the CFI survey from 2006 and 2007. Institutions submitting a CFI survey quantify how their space is allocated using classifications from the National Center for Education Statistics (NCES) Facilities Inventory and Classification Manual (FICM).

Abstract: What is the capacity of online programs? Can these types of programs enroll more students than their face-to-face counterparts or not? This article looks at research on achieving cost-efficiencies through online learning, identifies the parts of an online program that can be changed to increase enrollments, and discusses whether a program’s capacity can be conceptualized as limited, static, elastic, or infinite. Misconceptions that plague thinking about capacity issues are identified and a process for calculating program capacity is outlined.

Abstract: This paper presents an innovative approach to attracting and retaining faculty members from underrepresented populations at Appalachian State University (ASU). The need for, and benefits of, faculty diversity in academia is presented. The challenges in recruiting and retaining faculty from diverse backgrounds are discussed. The Faculty Fellows Program has been designed at ASU in order to overcome some of these challenges. This program is funded through the Provost’s office and is part of other university-wide efforts to increase on-campus diversity. We present a detailed description of the program in terms of recruiting and retention strategies and conclude with some data on the program’s progress and impact to date. The authors wish to thank Linda K. Robinson, associate vice chancellor for equity, diversity, and compliance at Appalachian State University for her contribution to the completion of this manuscript.

Abstract: Large-scale crisis such as natural disasters and acts of terrorism can have a paralyzing effect on the campus community and business continuity. Campus officials in these situations face significant challenges that go beyond the immediate response including re-building the physical plant, restoring campus infrastructure, retaining displaced matriculated students and recruiting future generations of students to remain financially and academically viable. This article provides a framework to assist senior leadership to critically evaluate their institutional commitment to emergency planning functions in their respective communities. It also outlines a new “scheme” in how institutions can resolve the emerging changes in higher education in a collaborative, cost-sharing environment.

Abstract: U.S. transportation data suggest that the number of vehicle miles traveled has far surpassed new capacity, resulting in increased traffic congestion in many communities throughout the country. This article reports on traffic congestion around a university campus located within a small town. The mix of trip purposes varies considerably in this context, with the majority of trips related to student movement to and from classes. The university itself becomes a major traffic generator, but in a complex way. This article describes how congestion in a university setting differs from that in a nonuniversity setting; what components drive this congestion; how best to reduce this congestion while adhering to overall university planning objectives; and how to set a foundation for traffic management strategies that provide environmental, social, and economic benefit to the university and, importantly, to the surrounding community. The information presented here applies beyond the campus setting to any community that contains nontraditional traffic generators and shows why context does matter when analyzing and managing traffic.

Abstract: The sustainability movement in higher education has made considerable headway in the areas of research, campus operations, and community outreach, but has been less successful in bringing about curricular reform. To promote greater thinking about sustainability in the undergraduate curriculum, this essay explores three main questions: What are the implications of sustainability for higher education? What are some noteworthy examples of institutions incorporating sustainability into the curriculum? And, what can we learn from their experiences? The author advocates implementation of a "third order" learning model, emphasizing deep learning, a participative process which takes the form of continual exploration through practice.