Learning Resources

Abstract: This case study describes the proces used at the University of Wisconsin -Milwaukee (UWM) to develop a budget for maintaining general assignment classrooms that are centrally controlled and scheduled. The genesis of the problem with general assignment clasrooms is framed within the context of the "Tragedy of the Commons" described by Peter Senge in The Fifth Dimension. At UWM this resulted in the gradual deterioration of the quality iof the general assigenment classrooms and a corresponding backlog of deferred maintenance items. To redres the situation, the Provost's Office assumed "ownership" of the general assignment classrooms and became an advocate for them in the budget process. To ensure appropriate maintenance of both the spce and equipment in the general assigenment classrooms, we developed a maintenance budget using a simple depreciation model applied to a wide array of assest in the classrooms. We also did a separate financial analysis to determine how this budget should change as we deploy sophisticated instructional technologies in our general assignment classrooms. The methods we used in this analysis can be used by other colleges and universities seeking a better understanding of the costs of maintaining bothe the general physical enviroment and the instructional technology in classrooms.

Abstract: Book Review of When Hope and Fear Collide: A Portrait of Today's College Student, by Arther Levine and Jeanette S. Cureton. Jossey-Bass, 1998. 200 pages. ISBN 0--7879-3877-7.

Abstract: We tend to ecpect the new technology to promote economic prosperty and a more democratic society. However, there is no evidence that it improves the economic productivity of society as a whole, and neither is it socially inclusive. Higher eduction cannot afford to be a s profligate with its resource as the industrial world has proved to be, but it can support progress. It has the twin responsiblities of (1) achieving the potential of learning technologies for the way it conducts its core business and (2) playing iots role as the engine of a learning society.

Abstract: A review of some seventeen years of administrative practice is shared from a strategic planning perspective as influenced by the writings of Keller and the expectations of the institutional effectiveness movement. The position is taken that strategic and operational planning must be integrally related, and that one can not have one without the other.

Abstract: Book Review of Collegial Professionalism: The Academy, Individualism, and the Common Good, by John B. Bennett. Oryx Press, 1998. 193 pages. ISBN 1-57356-093-6.

Abstract: This article provides suggestions and examples for a systematic planning process to incorporate essential issues regarding the part-time faculty workforce in higher education. Major areas in the article include recruitment and hiring of part-time faculty, workload expectations, governance issues, job security, intergration and participation within the campus community, compensation and rewards, evaluation, and professional development. Administrators are encouraged to accept the challenge for intergrating part-time faculty, utilizing their talents, and providing them with critical insititutional support.

Abstract: Few presidents leave under "normal" expected circumstances. Quite often this void left must be filled with an interim appointment. What the interim is expected to do, length of service, and ramification of the choice of interim are issues a governing body must consider before the need becomes reality.

Abstract: This model is effective in addressing the multi-faceted characterisitics of enrollment management that are unique to each institution.

Abstract: Book Review of Higher Education in Canada: Different Systems, Different Perspectives, edited by Glen A. Jones. Garland Publishing, 1997. 367 pages. ISBN 0-8153-2299-2.

Abstract: Examines traditional assumptions underlying space management and proposes an alternative approach to projecting space use. Specifically, the author recommends making projections based on space per faculty rather than space per student, and then comparing these projections with the space allocation at peer institutions. Problems with traditional methods of space allocation are discussed, as is the process of implementing this approach and identifying comparable institutions.