Learning Resources

Abstract: Can organizations that purport to advance learning themselves learn relative to the global ecological trends? We take great pride in equipping our students to do well-paying work in an unsustainable economy—the rough equivalent of preparing them for duty on the Titanic. There is, however, a general acknowledgment of the larger global environmental trends but without as yet much effort to adjust institutional behavior accordingly. Although there is no single formula, organizational learning requires mastery at seven levels. This article discusses those seven levels.

Abstract: This article examines environmental assessments as a decision-making tool, distinguishing broad-based, targeted, and goal-oriented efforts as the three types most commonly practiced on campuses. The authors discuss benefits and problems associated with these approaches and conclude that the goal-oriented approach is most likely to be successful. They make a case for action to reduce institutional impacts on climate change as a compelling and goal-oriented direction for comprehensive planning, implementation, and evaluation of campus stewardship efforts. Tufts University’s commitment to emission reductions in the Kyoto Protocol is discussed, and impacts on curriculum, operations, and university decision making are explored.

Abstract: This list of print and electronic resources is designed to act as a springboard to assist practitioners in finding information to start implementing sustainability efforts on their campuses.

Abstract: This book describes the order of magnitude of change that will be necessary to compete in the knowledge economy. Included are descriptions of current and upcoming technological advances that directly effect educators and learners. Several short stories or vignettes are used to help the reader understand what “e-Knowledge” is and how it will directly effect their life. The book closes with 10 ways to achieve success in the emerging e-Knowledge future.

Abstract: Academic Design describes the design process used in the Minnesota State Colleges and Universities to evaluate academic programs and priorities based on the unique needs of individual institutions. The four main sections include landscape analysis, program analysis, program design and improvement, and learning paradigms. The conclusion offers information on how to prepare your academic design plan. If you need to understand the elements of an institutional (or large departmental) strategic planning process, this is the book for you. The authors have distilled significant lessons learned from their experiences with a number of mostly smaller colleges and universities, but the principles and processes apply in a wide variety of institutional arenas.

Abstract: This article investigates the status of tenure across various institutional types and estimates the future standing of tenure as a widespread phenomenon in American higher education. The findings of this study concur with the literature in asserting that non-tenure-track and part-time faculty are likely to comprise an increasingly significant portion of the academic faculty in the future. Thus, it is imperative that institutions develop policies and practices that effectively integrate these faculty groups into the organizational culture and maximize their talents while providing a stimulating and meaningful work experience for the part-time or contract employee.