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Conference Presentations

Published
July 12, 2014

2014 SCUP–49 Annual Conference | July 2014

Making an IMPACT!

Advancing Student-Centered Learning at Purdue University

By: Tomalee Doan, Clarence D. Maybee, Beth McNeil

Discussion will focus on the changing expectations for librarians, especially as instructional partners, the redesigning of library learning spaces to support instructional innovation, and elements necessary for developing a faculty learning community focused on enhancing student-centered learning.
Abstract: The mission of Instruction Matters Purdue Academic Course Transformation (IMPACT) is to redesign foundational courses using student-centered learning as a basis. The libraries' advancement of this campus-wide change will be discussed from three perspectives—administrative, space planning, and curriculum redesign. Discussion will focus on the changing expectations for librarians, especially as instructional partners, the redesigning of library learning spaces to support instructional innovation, and elements necessary for developing a faculty learning community focused on enhancing student-centered learning.

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Report

Published
May 20, 2013

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Research on Learning Space Design

Present State, Future Directions

By: Susan L. Painter, Janice E. Fournier, Caryn A. Grape, Phyllis T. H. Grummon, and Jill K. Morelli

This report is a collection that summarizes and evaluates how far the field of learning space design has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact.
Abstract: This report was produced by the research team awarded the inaugural M. Perry Chapman Prize in 2012.

This collection summarizes and evaluates how far the field of learning space design has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact. Although several hundred articles and a number of books on these topics had been written by the fall of 2012, the field is still at an early stage of development. A first step in creating value from this existing body of work is to gather, summarize and evaluate how far the field has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact.

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Planning for Higher Education Journal

Published
January 1, 2013

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Unbundling the Issue of Faculty Productivity

By: Robert C. Dickeson

Unbundling how faculty spend their time is a key driver of higher education purpose, institutional intent, and cost. It deserves to be unbundled into its component parts.

From Volume 41 Number 2 | January–March 2013

Abstract: The issue of better measurement of faculty productivity is securing increasing attention from national and state sources. Most discussion of this important topic focuses solely on the instructional component of how faculty spend their time. Productivity, to be assessed more completely, needs to be unbundled into its three component parts: instruction, research, and service. In addition, productivity alone is inadequate as a measure of faculty outcomes; what is required is a coupling of output with quality indicators. This article disaggregates productivity into its three parts and suggests quality measures to provide a fuller explanation of institutional behavior.

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Planning for Higher Education Journal

Published
October 1, 2012

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Designing Art Facilities that Support Truly Collaborative Approaches to Teaching and Learning

By: Robert Shook

The author explores the planning process for U Chicago's new multidisciplinary arts center, Logan Center, the final design of which challenges thinking on conventional program pairs.

From Volume 41 Number 1 | October–December 2012

Abstract: This article describes the planning process undertaken at a large, regional comprehensive university to create a space within existing buildings aimed at improving student success in introductory mathematics. It demonstrates the need for integrated planning grounded in academic priorities and student success models.

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Planning for Higher Education Journal

Published
July 1, 2011

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Engaging Faculty Senates in the Budget Planning Process

By: James G. Archibald,Valerie Martin Conley

The opinions of faculty may add to the development of productive strategies during tough economic times.

From Volume 39 Number 4 | July–September 2011

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Planning for Higher Education Journal

Published
January 1, 2011

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Developing a Mission Statement for a Faculty Senate

By: Derrick E. D'Souza,Terry L. Clower,Kim Nimon,Elizabeth A. Oldmixon,Frances S. van Tassell

The mission statement stakes the faculty’s claim in the institutional decision-making process.

From Volume 39 Number 2 | January–March 2011

Abstract: If faculty senates are to maintain a place in the modern university, then they must be both effective and viewed as such by faculty, administrators, and other campus stakeholders. One way to shape faculty senate efforts is to create and exploit a clearly defined mission statement. In this article, we offer a four-step, committee-driven, technology-assisted process to develop a mission/vision statement that is anchored in the theory. The proposed process is efficient and easy to administer and can be used at other universities. We also discuss our experience with the process and offer recommendations for other university faculty senates.

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Planning for Higher Education Journal

Published
April 1, 2010

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What Drives Instructional Costs in Two-Year Colleges

Data from the Kansas Study of Community College Instructional Costs and Productivity

By: Jeffrey A. Seybert,Patrick M. Rossol

In community colleges, who delivers instruction is more important in driving costs than what is taught.

From Volume 38 Number 3 | April–June 2010

Abstract: Until recently, there has been no credible, reliable source for instructional cost data on a national basis for two-year colleges in the United States. To fill this need, the Kansas Study of Community College Instructional Costs and Productivity was designed and implemented as a national data collection and reporting consortium. Based on the four-year college and university Delaware Study of Instructional Costs and Productivity, the Kansas Study collects and reports community college instructional costs and faculty workload at the academic discipline level of analysis. This article analyzes aggregate national data from the Kansas Study to determine the major instructional cost drivers for community colleges nationwide.

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Planning for Higher Education Journal

Published
April 1, 2008

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Constructing the Interdisciplinary Ivory Tower

The Planning of Interdisciplinary Spaces on University Campuses

By: Michael S. Harris,Karri Holley

An analysis of strategic and campus plans at 21 research institutions reveals lessons learned regarding planning and nurturing interdisciplinary space.

From Volume 36 Number 3 | April–June 2008

Abstract: The demand for interdisciplinary teaching and research suggests the need to understand how universities are undertaking and fostering interdisciplinarity. Through an examination of strategic and master plans at 21 research universities, this article explores how institutions plan and foster interdisciplinary engagement through the use of space on campus. The construction of such space acknowledges that the discrete functions of the university, frequently attributed to the disciplines and departments, are not generally conducive to interdisciplinary engagement. Physical space is a necessary component for successful interdisciplinary initiatives both functionally and symbolically.

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Planning for Higher Education Journal

Published
March 1, 2005

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Understanding Higher Education Costs

Colleges and universities must be more proactive in describing to a wider public their of fiscal and human resources because, among other reasons, a careful analysis reveals counterintuitive results that support a finding that higher education has been fiscally responsible.

From Volume 33 Number 3 | March–May 2005

Abstract: Public discussion of higher education costs frequently confuses price with expenditure. This article examines factors associated with increases in the sticker price of a college education and the expenditures incurred by institutions in delivering that education. The discussion suggests that while growth in college tuition is real, access to higher education has not been reduced. Moreover, data indicate that colleges and universities have been responsible fiscal stewards in containing costs over which they have control.

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Planning for Higher Education Journal

Published
December 1, 2004

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Faculty Mentoring: What the Boyer Commission Forgot

By: Mara H. Wasburn

A proposed mentoring program using “strategic collaboration” to improve learning by motivating and enabling faculty to become better undergraduate teachers is suggested in support of the Boyer Commission’s goals.

From Volume 33 Number 2 | December–February 2004

Abstract: In 1998, a Carnegie Foundation Commission Report criticized America’s 123 research universities for failing our educational system by ignoring undergraduate education. Notably absent from the Commission's list of recommendations was mentoring research university faculty as a strategy to improve their teaching. This article discusses strategic collaboration, a mentoring model that can contribute significantly to achieving this objective. Such a network can also create an environment conducive to interdisciplinary research that, because of its increased value and rewards at such universities, can provide an added incentive for faculty participation.

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