Learning Resources

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: Statistics demonstrate that our present land use and consumption patterns present the challenge of meeting contemporary needs without compromising the ability of future generations to meet their needs. Higher education has a special obligation to answer this challenge because it plays a role in producing the leaders, policy makers, and citizens of the world, and it uses a large share of resources to do so. To meet this challenge, sustainable practices and paradigms must permeate colleges and universities, from curricula to physical plant to leadership and institutional policies. This overview of the articles in this theme issue discusses methods for incorporating sustainability into higher education across a wide array of institutional realms.

Abstract: Asserts that planning is a tool, not a replacement for sound campus management. Using three case studies, two at Tufts University and one at Dean College, the author provides commentary on the usefulness of formal participatory planning in effecting change. In one instance, formal participatory planning was used, in the second it was avoided, and in the third, it was partially employed. Concludes with a reflection on the lessons that may be drawn from each of these examples.

Abstract: Building cost escalation has forced up the price of new campus housing to the point that, under conventional planning and construction methods, dormitory space can cost as much as $10,000 or more per bed. Given such costs, many institutions find it difficult if not impossible to finance new housing without raising student rental charges to prohibitive levels. In response, a number of institutions have sought ways to provide housing at substantially lower cost. One solution is the so-called "turnkey" approach, in which a developer plans, designs, and builds new housing to meet the institution's specifications at a predetermined, fixed cost. This article describes the successful application of the turnkey technique at three institutions--the Universities of Rhode Island, Vermont, and Delaware.