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Learning Resources

Your Higher Education Planning Library

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Example Plans

Published
March 5, 2021

Strategic Plan

Private Master’s College or University (Alabama, United States)

The university’s strategic plan details five broad goals with supporting strategies and measures for success. Focus centers on student success and leveraging technology for the 21st-century learning experience.

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Report

Published
January 21, 2021

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Five Ways to Advance Higher Education for Future Viability

Key Insights, Findings, and Questions From the Virtual Pacific Region Fall Series, “COVID + CRUCIBLE: HIGHER EDUCATION FACES FALL 2020”

By: Lilian Asperin, WRNS Studio | Nicholas Santilli, PhD, Society for College and University Planning | Molly Thomas, WRNS Studio

In the fall of 2020, SCUP’s Pacific Region held five sessions over eight weeks to explore the core topics shaping higher education as colleges and universities adapted in response to the pandemic. This publication offers key insights, findings, and questions from this Virtual Pacific Region Fall Series.
Abstract: Higher education within the United States is in the midst of an evolutionary change. But colleges and universities were having their moment of reckoning long before COVID-19 disrupted life and accelerated change. In the fall of 2020, SCUP’s Pacific Region held five sessions over eight weeks to explore the core topics shaping higher education as colleges and universities adapted in response to the pandemic. This publication offers key insights, findings, and questions from this Virtual Pacific Region Fall Series.

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Planning for Higher Education Journal

Published
November 23, 2020

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Planning for Instructional Continuity

Develop a Communication and Implementation Strategy Before a Short-Term Class Disruption Happens

By: Shawn Krahmer, MDiv, MA, PhD, Ginette McManus, PhD, and Rajneesh Sharma, PhD, FRM

Classes can be cancelled because of inclement weather, faculty being unavailable, IT or power outages, pandemic-related closures, and other occurrences. The result of any of these circumstances can be a loss of instruction. St. Joseph’s University developed and applied a best practices guide to ensure the continuation of instruction in the advent of many short-term disruptions.

From Volume 49 Number 1 | October–December 2020

Abstract: When a class is cancelled because of weather, faculty unavailability, IT outage, power outage, or pandemic-related closure, it can result in a loss of instruction. This article details best practices for instructional continuity for many short-term disruptions. Different types of short-term disruptions are identified, as well as how they impact instruction based on course modality. Finally, the article suggests responses for the circumstances, provides a pathway to collaborate with faculty to create a best practices guide for instructional continuity, and shows how to develop a communication and implementation strategy for the plan to reset expectations about instructional disruptions.

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Conference Recordings

Published
August 28, 2020

2020 Pacific Regional Conference | August–October 2020

Curriculum Redesign

Evolving Practices for Virtual and Physical Learning

By: Jeffrey Ashley, Thomas Jefferson University, 2018–19 SCUP Fellow | Scott Montemerlo, Teknion | Peter Hendrickson, University of California-Los Angeles | Royce Smith, Montana State University-Bozeman | Leesa Beck, University of California-Santa Barbara | Jennifer Milliron (Moderator), LMN Architects

This session will explore how institutions can move away from “crisis teaching” and towards a mindfully-redesigned and thoughtfully-delivered curriculum spanning a range of models, from virtual to hybrid to in-person learning.
Abstract: Due to the COVID-19 pandemic, institutions have been making pedagogical changes that will impact the long-term future of higher education. This session will explore how institutions can move away from “crisis teaching” and towards a mindfully-redesigned and thoughtfully-delivered curriculum spanning a range of models, from virtual to hybrid to in-person learning. Institutions must quickly adapt their curricula in order to provide quality education in a post-COVID era. Come learn how you can prepare your institution to meet current needs and future challenges in learning through sharing ideas and experiences with your peers.

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Planning for Higher Education Journal

Published
April 2, 2020

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The Convergence of Gaming and Learning

Higher Education Should Pivot to a Game-Based Instruction Model

By: Brady Mick

It’s time for the virtual gaming principles of enjoyment, autonomy, leadership, and curiosity to be designed into the higher education classroom experience. That’s because students, with their technological nativism, will soon be demanding the enhancement in order to be workforce and life ready.

From Volume 48 Number 2 | January–March 2020

Abstract: Higher education is a kind of game, a challenging journey with a reward at the end. As such, college and university planners should think of their campuses as large, interactive gameboards so as to create future learning environments that students will demand and need in order to be workforce and life ready.

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Planning for Higher Education Journal

Published
March 20, 2020

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Challenging “If You Build It, They Will Come”

Success of Active Learning Is About More Than the Space

By: Jeffrey Ashley, Susan Frostén, Jeffrey Klemens

Active learning spaces can be catalysts for improved teaching and learning. Yet the key to planning for and effectively implementing them on campus is faculty who are willing to change, accept, and evolve their instructional delivery.

From Volume 48 Number 2 | January–March 2020

Abstract: Five years ago, Thomas Jefferson University East Falls Campus (formerly Philadelphia University) planned and implemented an initiative to more mindfully design spaces that optimize active and collaborative teaching and learning. For active learning spaces to be true change agents at the institutional level, we suggest colleges and universities ground an active learning space initiative in the institution’s mission and strategic goals, designate a coordinator to involve stakeholders throughout the entire project, identify faculty members willing to participate, and build a network of support structures within which those faculty members can share their ideas and experiences.

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

How Open Source Learning Could Revolutionize Education Delivery

By: Walter Balser,Melanie Hicks

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

Data-Informed Faculty Staffing and Budgeting by Programs

By: Thomas Eleuterio, Ti Yan

Abstract: Institutions usually spend more on providing courses for some academic programs than others. Stakeholders need to decide where and how to allocate resources to support instruction. This session introduces recent best practices using the Delaware Cost Study data to facilitate 1) the identification of under-resourced academic programs and 2) decision making in faculty budgeting and staffing. You will leave this session ready to re-evaluate the metrics you use to support instructional budgeting decisions so you can identify under-resourced programs and accurately understand faculty hiring needs.

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Planning for Higher Education Journal

Published
July 1, 2019

Middle Skills Education

Planners Are Reimagining Ways to Meld Instruction and Industry

By: Carl Knutson

Many jobs of the future will require more than a high school diploma but less than a four-year degree. How should we prepare the next generation of employees?

From Volume 47 Number 4 | July–September 2019

Abstract: Middle skills education, personalized curriculum, and student-directed training are playing an increasingly integral role in higher education. A new generation of students is already likely to hold different educational expectations and desires than their predecessors. Accommodating those trends means planners, architects, and higher education administrators will need to think differently about how they train skilled workers for the most needed professions.

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Planning for Higher Education Journal

Published
April 1, 2019

A Co-Curricular Community Service-Learning Program

The Impact on Teacher Candidates and Indigenous Populations

By: Glenda L. Black, Mair Greenfield

Real-life experience through community service-learning assisted teacher candidates in developing specific skills, knowledge, and the cultural competency to meet the needs of diverse students in elementary and secondary classrooms.

From Volume 47 Number 3 | April–June 2019

Abstract: Educators in teacher preparation programs use a range of pedagogies to assist teacher candidates in developing the knowledge, skills, and attitudes to become reflective instructors. Participating in co-curricular service-learning (CSL) provides an opportunity for candidates to show initiative and step out of their comfort zones, developing cultural understanding by working directly with community members and their children (Bates 2009; Coffey & Lavery 2015; Harrison 2013). In this article, the authors explore the impact of a CSL initiative on the teacher candidates from Nipissing University and the Indigenous community they service. Using a case study design, data, in the form of anticipatory and post-CSL reflections and individual semi-structured interviews, were collected over three years.

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