Learning Resources

Abstract: Institutional research is an adaptive tool, . It aids decision-makers in assessing an institution's efficiency, and in determining the appropriateness of the instiution's goals in relation to social needs. However, given the limited resources available for planning, choices must at times be made as to whether to concentrate analytical studies on internal functioning or on the external environment. The following article, by Joan C. Tonn, assistant director of the office of educational planning at the University of Massachusetts/Boston, describes how the planning focus of one institution evolved along with changing external conditions in recent years.

Abstract: This is the fifth of seven articles to address the problem of what higher education can do to meet the space needs of new programs and wider constituency, without resorting to new building. One way to meet space needs is for two or more institutions to establish a cooperative effort that makes better use of existing facilities. This effort can range from administrative acts such as cross-registration, a common calendar, joint purchasing and storage, and library cooperation, to ambitious collaboration in academic, athletic and other programs. Not uncommon are joint efforts between academic and non-academic groups. The impact such efforts have on space use is outlined in this article, along with examples. A larger selection of over sixty case studies on cooperation is on hand at Eduational Facilities Laboratories. These may be obtained on request from EFL, 477 Madison Avenue, New York, N.Y., 10022. The information of these articles and for the complementary case studies, compiled for EFL by Jane Lord and Stephen A. Kliment, resulted from a project jointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health, Education and Welfare), and by Educational Facilities Laboratories.

Abstract: This is the sixth of seven articles to address the problem of what higher education can do to meet the space needs of new programs and a wider constituency, without resorting to new building. One way to meet space needs is to obtain facilities on an interim basis. Such facilities may be bought, leased, or used rent-free. This solution applies both to brand new institutions planning a permanent capmus and to existing ones faced with a sudden but only temporary space need. Various approaches are given in this article, along with examples. A larger selection of thirty case studies is on hand at Educational Facilities Laboratories. These may be had on request from EFL, 477 Madison Avenue, New York, N.Y., 10022. The information for these articles and the complementary case studies, compiled for EFL by Jane Lord and Stephen A. Kliment, resulted from project jointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health, Education and Welfare), and by Educational Facilities Laboratories.

Abstract: This is the last of seven articles published in the April, June, and August issues of Planning, which have addressed the alternatives available to institutions of higher education in meeting the space needs of new programs and new attitudes, as well as a wider constituency, without resorting to new building. Administrators are finding ways to restructure campus housing in order to reflect shifting student attitudes to their college living environment. A review of general approaches is supplemented by examples selected from a group of ten in-depth case studies that are available on request from Educational Facilities Laboratories, 477 Madison Avenue, New York, N.Y., 10022. The information for this article and the complementary case studies was developed by Erman B. Striner under a project funded by Educational Facilities Laboratories.

Abstract: Academic planning at many collegesand universities has recently focused on early admission programs for high school students. Written by Dr. George Williams, director of special academic planning at University of Denver, the article that follows examines the pros and cons of the policy and surveys a variety of options available to educational institutions.

Abstract: Looming over New York City's Upper East Side and Central Park is the new Annenberg tower of the Mt. Sinai Medical Center. The building is the largest single structure in the world combining hospital and community health service, and medical school and research facilities. The thirty-one story, $152 million (privately raised) building opened in May, 1974. 45% of the structure, designed by Skidmore, Owings & Merrill, contains hospital facilities providing health care for 165,000 residents of East Harlem. The rest of the building is occupied by the six-year-old School of Medicine, which transforms the 122-year-old Mt. Sinai from a teaching hospital into a complete medical center. The school has affiliated wit City University of New York, and includes a Graduate School of Biological Science. The medical school currently has 224 enrolled students, with 65 in the first-year class; this number will rise to 100. The photogrpahic essay which follows describes some of the learning facilities on one of the two floors for first and second-year students, which include 128 individual work-study units, laboratory equipment, and advanced audio-visual teaching equipment for each class. The essay was written by Dr. Edra L. Spilman, associate dean and professor of medical eduation at Mt. Sinai School of Medicine.

Abstract: The disparity between advanced educational preparation and training and subsequent employment opportunities raises major questions regarding traditional academic expectations and lifestyles. In this article, Loring M. Thompson, vice president for planning at Northeastern University, offers some suggestions for a new relationship between educational institutions and scientists, writers, artists, and other highly-specialized creative individuals.

Abstract: This is the fourth of seven articles to address the problem of what higher education can do to meet the space needs of new programs and a wider constituency, without resorting to new building. One way to meet space needs is to prospect for available space off campus and by means of rehabilitation or major conversion, to adapt this space to educational needs. This kind of space is known as "found space." Residential, commercial and industrial shifts in urban and suburban areas have left many large, solidly built structures vacant. Such structures are often convertible to educational uses at a cost far below that of constructing an equivalent facililty new. How administrators can find and adapt such found space is reviewed in this article. along with some useful examples. A larger selection of case studies of found space is on hand at Educational Faciilities Laboratories. These may be obtained on request from EFL, 477 Madison Avenue, New York, N.Y., 10022. The information for these articles and the complementary case studies comes from a project jointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health Education and Welfare), and by Educational Facilities Laboratories.

Abstract: This is the thirdof seven articles to address the problem of what higher education can do to meet the space needs of new programs and a wider constituency without resorting to new building. One way to meet space needs is to modernize available campus space. With costs of new construction steadily rising, with space on which to build dwindling and wiht the growing affection for old, familiar buildings on campus, modernization often serves as the ideal answer. Typical approaches are reviewed in this article and a larger selection of case studies is on hand at Educational Facilities Laboratories. They may be obtained on request from EFL, 477 Madison Avenue, New York, N.Y. 10022. The information for these articles and the complementary case studies comes from a project lointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health, Education and Welfare) and by Educational Facilities Laboratories.