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Planning for Higher Education Journal

Published
December 1, 1996

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New Uses for Sexual Harassment Charges

By: E.V. Kontorovich

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Documents the dramatic rise in sexual harassment charges filed between 1990 and 1995 with the Equal Employment Opportunity Commission (EEOC) against colleges and universities. Using the case of Elizabeth Fox-Genovese and Emory University, the author demonstrates why higher education institutions are particularly susceptible to such lawsuits and, in many cases, large settlements.

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Planning for Higher Education Journal

Published
December 1, 1996

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Maxims for Academics

By: Brian P. Nedwek

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Book Reviews: Fitting Form to Function: A Primer on the Organization of Academic Institutions, by Rudolph Weingartner. Oryx Press, 1996. 125 pages. ISBN 1-57356-022-7

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Planning for Higher Education Journal

Published
December 1, 1996

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What’s Behind the Rising College Costs

By: Stephen Hoenack

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Book reviews: Bying the Best: Cost Escalation in Elite Higher Education, by Charles Clotfelter. Princeton University Press, 1996. 283 pages. ISBN 0-691-02642-4

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Planning for Higher Education Journal

Published
December 1, 1996

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Leading With Your Heart

By: David L. Parkyn

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Book review: Leading with Soul: An Uncommon Journey of Spirit, by Lee Bolman and Terrance Deal. Jossey-Bass, 1995. 195 pages. ISBN 1-55542-707-3

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Planning for Higher Education Journal

Published
December 1, 1996

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The Special Needs of Campus Architecture

By: Fred Foote

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Book Review: Campus Architecture: Building in the Groves of Academe, by Richard Dober. Mcgraw-Hill, 1996. 254 pages. ISBN 0-07-017185-6

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Planning for Higher Education Journal

Published
December 1, 1996

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Is it Time to Rethink Higher Education

By: Hoke L. Smith

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Book Review: Crisis in the Academy: Rethink American Higher Education, by Christopher Lucas. St. Martin's Press, 1996. 298 pages. ISBN 1-312-12936-X.

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Planning for Higher Education Journal

Published
December 1, 1996

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Frederick Law Olmsted and the Origins of Modern Campus Design

By: David Schuyler

How colleges came to think that their campus layout, landscape, and buildings can enhance educational purposes.

From Volume 25 Number 2 | Winter 1996–1997

Abstract: Although his reputation for park design is perhaps greater, Frederick Law Olmstead left an indelible mark on campus design and the way we think about campus land use planning. The author outlines five of Olmstead’s basic principles for good design that are still employed today: the campus is an extension of the community in which it exists; buildings should be domestic, not institutional, in scale; student dwellings should approximate those they will inhabit in later life; the quadrangle is too inflexible a design; and the physical campus helps to shape the "tastes, inclinations, and habits" of the students.

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Planning for Higher Education Journal

Published
October 1, 1996

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Second Thoughts of a High-Tech Cheerleader

By: Susan Saltrick

From Volume 25 Number 1 | Fall 1996

Abstract: Contends that new technologies should be viewed as enhancements to existing modes of instruction, rather than replacements. Furthermore, the author asserts that new technologies have failed to supplant student desire for community or the importance of connection to a physical place – to a "real" reality, not merely a virtual one.

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Planning for Higher Education Journal

Published
October 1, 1996

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Reconstructing the First Year of College

By: Vincent Tinto

Colleges may need to refocus their retention programs.

From Volume 25 Number 1 | Fall 1996

Abstract: Reviews the scope and common causes of student attrition, highlighting seven major reasons for withdrawal: academic difficulty, adjustment problems, goal development or orientation, weak or external commitments, financial challenges, lack of congruence between the student and the institution, or isolation. Institutions have developed an array of retention programs in response. One such response, the development of learning communities, is explored in depth.

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