Learning Resources

Abstract: Today’s college students believe that learning technologies are necessary tools that should be integrated into their course work. However, faculty have not yet responded to these expectations. This qualitative study engaged approximately 100 faculty and undergraduate students at the University of Washington in focus groups to explore this discrepancy between students’ desires to utilize technology and actual faculty integration of technology. Universities and colleges can resolve this digital disconnect by assisting in planning curricula to meet student and teacher needs, aligning support and services to technology adoption to overcome present barriers, and informing the design and development of educational technology.

Abstract: This article provides a survey of innovative approaches to campus transportation in the United States. The high costs of parking expansion have propelled many institutions toward a transportation demand management strategy, using parking pricing, transit passes for students and employees, and investment in bicycle infrastructure to shift many trips from single-occupant automobiles to other modes of travel. These institutions have experienced multiple benefits, including lower transportation costs, lower environmental impacts, and improved community relations.

Abstract: The purpose of this article is to emphasize the concept of utopia, which universities have used throughout history in developing their “spaces of knowledge.” This concept should continue to be an objective in the 21st century as universities look for paradigms in the architectural layout of their institutions. The implicit principle of this article is that good architecture is a necessary component in achieving educational excellence.

Abstract: Describes the University of Washington’s attempt to support students and faculty in their access to and understanding of new information technology. Details a collaborative partnership among five administrative units to plan faculty support for the adaptation of new technologies for instructional purposes. Provides some guidelines for implementing technology support services for faculty, and details some of the obstacles the university met along the way.

Abstract: Since 1968 Messiah College, a small liberal arts college in Grantham, Pennsylvania, has operated a satellite campus in Philadelphia adjacent to in cooperation with Temple University. The urban satellite brings together the opportunities offered by a small community of scholars and the educational context of a major state university. The progam offers a vaible model linking two distinct types of campuses and locations: the program also provides a model for developing approaches to education which encourages students to cross demographic and cultural boundaires to study in settings which ofetn are considerably different from those to which they are accustomed.

Abstract: Examines traditional assumptions underlying space management and proposes an alternative approach to projecting space use. Specifically, the author recommends making projections based on space per faculty rather than space per student, and then comparing these projections with the space allocation at peer institutions. Problems with traditional methods of space allocation are discussed, as is the process of implementing this approach and identifying comparable institutions.

Abstract: Features the attempts of Stanford University to undo past errors in campus development, with a renewed focus on landscape planning designed to unify the campus. When possible, institutional planners have sought to return to the original campus landscape plan. The author discusses various impediments to the project, and examines several landscaping projects in detail. Concludes with lessons learned in the process, including the need for a comprehensive master plan, the importance of developing new funding sources, and the necessity of consistent and proactive leadership.

Abstract: Examines educational practices that depend on new technologies and considers how those practices are shaping the way we think about what it means to educate. Also assesses how planning is impacted as a result. Explains how a campus might integrate new technologies into its existing modes of educational services delivery, resulting in a more comprehensive, "technologically responsive" institution.

Abstract: Book review of Truth and Consequences: Colleges and Universitites Meet Public Crises, by Jerrold Footlick. ACE/Oryx Press, 1997. 192 pages. ISBN 0-89774-970-7. Pull quotes: "The press is not likely to change how it operates, so universities need to learn how to deal with the media more skillfully."