Learning Resources

Abstract: There are now two decades of experience with the use of instructional technology in colleges and unversities. This profile of the Learning Resources Center at the College at Oswego (State University of New York) is the fifth in a series of profiles documenting the practices of two dozen institutions. A look at their experience may benefit others considering new ways to teach. This report, written by Ronald Gross of the Academy for Educational Development, and the other reports in this series are supported by a special grant to EFL from the Ford Foundation.

Abstract: There are now two decades of experience with the use of instructional technology in colleges and universities. This profile of the University of Wisconsin's Educational Telephone Network is the third in a series of profiles documenting the practices of two dozen institutions. A look at their experience may benefit others considering new ways to teach. This report, written by Ruth Weinstock, research associate at EFL, and other reports in this series, are supported by a special grant to EFL from the Ford Foundation.

Abstract: Private colleges and universities are now under pressure from many directions in the following article, James P. Lyddy, assistant director for university development, Georgetown University, explores the potential benefits of statewide planning agencies in building cooperation between the public and private sectors of higher education. This compendium of suggestions for finding alternatives to often wasteful competitive relationships is drawn from his doctoral dissertation, "Statewide Planning and Coordination of Post-Secondary Education: Relationship to Private, Non-Profit Post Secondary Education Institutions," recently accepted at The Catholic University. Lyddy suggests that the 1202 Commissions offer a potential mechanism for aiding both those private institutions which continue to prosper and those which are struggling to remain viable by meeting new educational needs through a redefinition of their goals and operating assumptions.

Abstract: This profile of the British Open University is offered by Educational Facilities as one of a series to document experience with the uses of technology in higher education. Many Americans are already familiar with some aspects of the Open University (the only foreign case in the series) but the emphasis here is on its exemplary use of educational technology in context. A look at the details of how the Open University employs media to serve a large dispersed student body may benefit others who plan to expand or modify their own uses of educational technology. This report, written by Ruth Weinstock, research associate at EFL, and other reports in this series are supported by a special grant to EFL from The Ford Foundation.

Abstract: For two decades, colleges and universities have had experience with the use of educational techonolgy. This profile of TV College in Chicago, prepared by Ruth Weinstock, research associate at Educational Facilities Laboratories, is the first in a series documenting that experience. This look at what they have learned may benefit others who plan to expand or modify the uses of educational technology. This activity is supported by a special grant to EFL from the Ford Foundation.

Abstract: In a context of forecasts of major changes for America's entire health care system, colleges and universities are exploring the implications of new trends in campus health care delivery. On January 30-31, 1975, the Society for College and University Planning sponsored a workshop on "Campus Health Care Services" at the Bismarck Hotel in Chicago, to discuss such issues as the repercussions of strong consumer demands for broader and more accessible health services, the emergence of health maintenance organizations, and concerns for improved campus/community relations. The two reports in this issue of Planning for Higher Education are taken from that workshop. In this first article, Sprague W. Hazard, MD director of University Health Services, Brandeis University, focuses primarily on the organizational and personnel considerations involved in establishing a comprehensive health care service.

Abstract: In a context of forecasts of major changes for America's entire health care system, colleges and universities are exploring the implications of new trends in campus health care delivery. On January 30-31, 1975, the Society for College and University Planning sponsored a workshop on "Campus Health Care Services" at the Bismark Hotel in Chicago, to discuss such issues as the repercussions of strong consumer demands for broader and more accessible health services, the emergence of health maintenance organizations, and concerns for improved campus/community relations. The two reports in this issue of Planning for Higher Education are taken from that workshop. In this second article, Bruce Douglas, DDS, MA, MPH, professor of public health administration, University of Illinois, Urbana/Champaign, and professor of dentistry and oral surgery, Rush Medical Center, surveys the types of treatment and programs required on campuses. He emphasizes the advantages of integrating the entire health care system into the basic structure of the institution.

Abstract: Through design or redesign of conventional structures, the physically and visually handicapped can easily use many conveniences and facilities previously unavailable to them. The authors describe several efforts to enable the handicapped to learn about the physical structures of their community and to move about their environment more freely.

Abstract: In June 1973, the New York State Board of Regents approved the establishment of the Coordinate Campus proposed by two private institutions, the C.W. Post Center of Long Island University and St. Joseph's College. This article describes the general purpose and history of upper-division education and examines this experiment in interinstitutional education as one solution to problems facing many private institutions.