Learning Resources

Abstract: College campuses provide an ideal setting to promote walking. This article reviews best practices for campus pedestrian planning, identifying how campuses have sought to increase pedestrian travel, reduce parking demand, and improve physical activity among students, staff, and faculty. Through case studies of 18 North American universities, we analyze common practices and innovative strategies. We find that while campuses tend to avoid siloed pedestrian planning efforts, there are a range of innovative design, marketing, and analysis strategies being put into place as part of wider campus master planning efforts and programs to support alternatives to the private car. When it comes to innovative treatments, such as shared streets, roundabouts, and pedestrianization schemes, campus projects can provide leadership for the wider community as well.

Abstract: The history and best practices of campus dining planning and design are considered in the light of student centers and their overall effectiveness in boosting socialization and positive educational experiences, exploring new campus trends, accommodating increased diversity, and reinforcing institutional mission. Approaches for integrating flexible dining experiences with student centers to improve informal learning, inclusivity, transparency, and convenience are reviewed, with consideration of the increasing use of personal digital devices. The article demonstrates the value and importance of leveraging carefully integrated campus dining strategies in student centers and elsewhere for memorable learning and campus-life experiences.

Abstract: This article evaluates administrative bloat, the ballooning growth of administrative functions and personnel, in American higher education. This evaluation was undertaken through a review of the available literature describing administrative bloat. Though unintentional, increased spending and government requirements for accountability may have contributed to overall growth and cost in higher education. Similarly, the changing composition of faculty—in terms of tenure-track faculty, annual contracts, and adjunct faculty—may have also played a role in the increased influence that administration has over campus policy and curricular decisions. Strategies to mitigate the cost of administrative bloat and to balance campus decisions between faculty and administration are suggested.

Abstract: This article presents an approach for the preparation of a feasible master plan for a proposed polytechnic. It identifies and discusses key steps common to all methods used in the preparation of an institutional master plan. The object is to provide pertinent information to guide the preparation of a master plan that ensures a successful implementation and fulfillment of the institution’s objectives. It was concluded that the adoption and implementation of an appropriate master plan for a named polytechnic greatly facilitates the realization of the institution’s vision and mission.

Abstract: Challenging times continue for higher education: calls for more accountability, assessment of outcomes, evidence of institutional performance, relevance for life and careers, and student success. Integrated strategic planning and decision making in this ever-changing environment is critical for campus leadership. To maximize accountability, assessment, analytics, and accreditation, it is imperative for campus leaders to develop an integrated approach that begins with standard metrics, aligns with performance-based goals, and connects with accreditation requirements. Analytics, learning analytics, and learning management systems provide the crucial link to learning standards that support the reporting, monitoring, and improvement of student learning.

Abstract: Over the last decade, many academic institutions, from elementary schools to universities, have added academic makerspaces to their campuses. This development has enabled students and faculty to come together and collaborate, design, fabricate, and learn in shared spaces. This article describes how the creation and incorporation of academic makerspaces in a university learning ecosystem can help achieve accreditation. Specific examples are drawn from ABET’s engineering accreditation criteria. The article also explores how academic makerspaces can enhance teaching objectives and student outcomes by providing a space for learning technological skills within social contexts in interdisciplinary communities of practice.

Abstract: This article reviews 20 years of accreditation in developing economies, showing the progress made in quality assurance over this time and its impact on quality improvement. Quality assurance and accreditation are now nearly universal in the developing world, and the process is remarkably similar across countries. We see an overall congruence of goals and expectations and a growing recognition of the importance of what are seen as international standards. The process has led to significant improvements in the quality of higher education generally, a greater focus on teaching and learning, and increased public confidence in higher education as a result. Nonetheless, the quality of graduate education generally remains unacceptably low, and recognition by governments of the need to adequately fund public higher education is far too limited, with only a few exceptions.