Learning Resources

Abstract: While many colleges and universities enthusiastically push forward to create new online courses, important campus policies regarding copyright and academic intellectual property in the digital age lag behind. Policy questions regarding ownership and control of online courses and how the new TEACH Act affects the concept of fair use of copyrighted materials continue to go unanswered on many campuses. Results from a survey of more than 180 faculty and administrators representing 60 colleges and universities reveal that policies vary widely by institution type and across higher education as a whole.

Abstract: Clearly, space affects learning behavior. Yet even in the Knowledge Age, designers go back constantly to familiar Agrarian and Industrial Age learning space models. SCUPer Lennie Scott-Webber worked assiduously to comb through the latest behavioral and sociological research relating to how people interact with the built environment. She’s taken what used to “sit on shelves in the ivory halls of academe” and has applied it to the physical design of interior learning spaces.

Scott-Webber’s work, shared in this elegant book with clear and over-sized diagrams and charts, establishes five different archetypal environments that support knowledge sharing: Environments for Delivering Knowledge; Environments for Applying Knowledge; Environments for Creating Knowledge; Environments for Communication Knowledge; and Environments for Decision Making.

There’s more to classroom design than simply considering what technology to put into the classroom. Designers and clients, whether in education or the corporate world, will each enjoy the way existing environmental/behavior research can be applied to the thoughtful consideration of these archetypes, either standing alone or used in combinations to create rich, interactive learning spaces.

Abstract: Educational expectations mandated by contemporary health care practice have expanded dramatically during the last decade. The Herbert H. and Grace A. Dow College of Health Professions at Central Michigan University has responded to this challenge through the creation of powerful pedagogical environments in its newly constructed health professions building. Active, immersive learning environments have been designed that will involve students in educational experiences organized to optimize learning opportunities for diverse types of learners. These unique environments are configured to foster self-directed learning while monitoring effectiveness and adapting the educational experiences to the learner. This article communicates key strategic and tactical planning issues from the leadership’s perspective and offers tactical implementation required to advance this vision.

Abstract: The capital renewal and replacement of the nation’s public higher education facilities has been a growing problem for several decades. While the need for new and improved facilities has increased over the years, many campuses simply have too many aging infrastructures that are too costly to replace. This, at a time when we have less than favorable economic conditions, only adds to the situation. As the age, size, and complexity of buildings continue to grow, so too does the amount of maintenance funding required to keep buildings in good working order. The purpose of this study was to assess and compare the 50 states’ efforts of funding public higher education capital needs. This study investigated areas relating to capital needs financing, planning, decision-making processes used in each state, available funding, and future directions in the various states. Of the 50 states, 41 states responded, representing 82 percent of the 50 states.

Abstract: Today’s college students believe that learning technologies are necessary tools that should be integrated into their course work. However, faculty have not yet responded to these expectations. This qualitative study engaged approximately 100 faculty and undergraduate students at the University of Washington in focus groups to explore this discrepancy between students’ desires to utilize technology and actual faculty integration of technology. Universities and colleges can resolve this digital disconnect by assisting in planning curricula to meet student and teacher needs, aligning support and services to technology adoption to overcome present barriers, and informing the design and development of educational technology.

Abstract: Why does it cost so much? is a question often asked about university construction. On college and university campuses, the cost of new construction and renovation will appear high relative to other construction efforts in our communities. Part of the explanation of the high construction cost lies in the complexity of what we build, the codes and standards we must meet, and the unique environment within which we build. Moreover, budgets are driven up by the choices we make when we demand that our new facilities serve as visual articulations of institutional image and quality. In short, the high cost of construction is driven by myriad strategic choices and requirements that lead to building a better university.