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Conference Recordings

Published
July 16, 2021

2021 Annual Conference | July 2021

The Process and Positive Outcomes of Indigenous Placemaking

By: Joanne Dallaire, Ryerson University | Matthew Hickey, Ryerson University

Ryerson University's experience with indigenous placemaking offers valuable, practical insights into a process that can help your institution to respect and advance indigenous cultures while balancing many other contextual factors.
Abstract: North American institutions have traditionally viewed their lands and histories through a western-oriented cultural lens. Awareness and inclusion of indigenous cultures can be useful in achieving desired outcomes for members of indigenous communities. Creating meaningful indigenous cultural recognition and inclusion on campus is as much about the process as it is the outcomes. Ryerson University's experience with indigenous placemaking offers valuable, practical insights into a process that can help your institution to respect and advance indigenous cultures while balancing many other contextual factors.

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Conference Recordings

Published
July 14, 2021

2021 Annual Conference | July 2021

SCUP Fellow Presentation | Naming Issues on Campus

An Integrated Planning Approach

By: Jonathan Holloway; Rutgers, The State University of New Jersey | Erin Johnson, 2020–21 SCUP Fellow; Rutgers, The State University of New Jersey | David Neuman, Neu Campus Planning, Inc. | Michelle Packer, University of Maryland-College Park

In this session, we’ll describe the trends, challenges, and opportunities related to re-naming and de-naming on campus.
Abstract: From 2015–2018, amidst a period of heightened activism on campuses and broader societal change, institutions of higher education renamed and de-named campus buildings with namesakes whose legacies were seen to conflict with institutional missions and community values and harmful to members of the campus and surrounding communities. In 2020, the push for addressing problematic namesakes has grown exponentially, expanding beyond buildings and postsecondary education. Effectively managing naming issues on campus and the expectations and interests of internal and external stakeholder groups is challenging, emotional, and time consuming work that has a lasting impact on the physical campus as well as, institutional legacy. We’ll describe the trends, challenges, and opportunities related to re-naming and de-naming on campus.

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Planning for Higher Education Journal

Published
March 26, 2021

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Keep on Keepin’ on

Customized Retention Practices Helped Low Income and Single Mom Students to Persist

By: Andrew J. Smith, EdD, and Jennifer Vamvakas, EdD

A support program for low-income and/or single-mother students to improve their persistence and retention was revisited 15 years after it had been launched at Charter Oak State College. Did follow-up with the graduates show that the effort had aided the former participants in obtaining their college degree? Had the collaboration between the institution’s Academic Services, Enrollment Management, and Financial Aid departments—and the support they offered—help the students to persevere? Based on survey results, was the program still of value, and what improvements needed to be made?

From Volume 49 Number 2 | January–March 2021

Abstract: This article is based on follow-up survey research from a doctoral case study that highlighted effective retention practices for low-income and/or single mothers who were students within the Women in Transition (WIT) program at Charter Oak State College. The concept of retention in this instance is an enrollment management practice aimed at maintaining a student population while aiding the institution in sustaining organizational success. Emphasis is placed on the retention concepts of social and academic integration that enabled the specific population to persist and succeed.

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Conference Recordings

Published
March 8, 2021

2021 Mid-Atlantic Regional Conference | March 2021

The Kitchens

How a Culinary Arts Program Supports Community Revitalization

By: Charles Tilley, Quinn Evans | Elizabeth Littlefield, Reynolds Community College

In this session, you'll learn how RCC delivers culinary workforce training and academic programs in a satellite facility at the heart of a poverty-concentrated area, pushing back economic isolation and promoting learning and health.
Abstract: The Kitchens at Reynolds Community College (RCC) exemplify a developing national model, featuring public and private organizations in a successful collective effort to boost economic development and healthier outcomes in a historically under-resourced community. Integrated planning for The Kitchens involves community partnerships and collaboration in education, health and wellness, workforce training, and economic revitalization. In this session, you'll learn how RCC delivers culinary workforce training and academic programs in a satellite facility at the heart of a poverty-concentrated area, pushing back economic isolation and promoting learning and health.

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Planning for Higher Education Journal

Published
February 26, 2021

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American University of Beirut’s Meta-Assessment Framework

Rubrics Improve Evaluation Processes, Set Clear Expectations, and Help in Decision-Making

By: Hiba Itani, M.Ed, MEM, Dania Salem, M.Ed, MEM, and Ali El-Hajj, PhD

In a higher education setting, it is important to evaluate assessment processes, establish clear expectations, and efficiently make decisions. Doing so will support program and unit outcomes and periodic program and unit reviews, aligning with the institution’s strategic plan and optimizing budget allocation.

From Volume 49 Number 2 | January–March 2021

Abstract: This article presents a framework for developing a meta-assessment process for evaluating assessment practices in higher education institutions. Meta-assessment is important for improving assessment processes, setting clear expectations, and efficient decision-making. The comprehensive literature on this topic that is included in this article suggests that developing meta-assessment rubrics is an effective method for evaluating assessment. The meta-assessment results can be used in combination with qualitative resources to encourage program self-improvement. At the American University of Beirut, different meta-assessment checklists were developed based on best practices for evaluating program learning outcomes assessment, unit outcomes assessment, periodic program review, and periodic unit review.

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Planning for Higher Education Journal

Published
February 9, 2021

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Leveraging Institutional Planning to Benefit Latinx Students

Racially Disaggregated and Actionable Data Improve Community College Transfer Success

By: Eric R. Felix, PhD

How can institutional planners make a difference for underrepresented minority students? Senior administrators at East Los Angeles College addressed inequities in Latinx student transfer rates with data-backed culturally-relevant strategies.

From Volume 49 Number 2 | January–March 2021

Abstract: California Community Colleges, since 2014, have explicitly targeted retention, transfer, and completion outcomes through a mandated planning process supported by newly-allocated fiscal resources. The policy focuses on equity-driven institutional planning that identifies and addresses disparities for specific groups (e.g., Latinx students, foster youths, veterans). This article shares insight from five years of case study research, exploring how senior administrators address Latinx student transfer inequity through new culturally-relevant strategies. Within California, Latinx students comprise the largest share of transfer-aspirants, but they have significantly lower rates of academic success. Key lessons are shared to leverage planning efforts to improve outcomes for underrepresented minority students.

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Planning for Higher Education Journal

Published
October 8, 2020

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‘Colorblind-Spots’ in Campus Design

Planners and Architects Can Offer Solutions That Center on Social Justice

By: Amara H. Pérez, PhD

Educational leaders are noting that conventional campus design planning efforts have neglected to include the voices of historically underserved communities. Socio-spatial inquiry can help institutions offer an equity approach to inclusivity and authentic engagement.

From Volume 49 Number 1 | October–December 2020

Abstract: To gain a broader understanding of how educational equity is linked to campus design, architects and planners must critically examine community engagement practices. Using critical race theory (CRT) as a framework has exposed racial exclusion and colorblind practices in traditional planning processes. While outreach strategies have received greater scrutiny, less examined are the questions that direct those activities. If the prevailing understanding of a design problem is informed by colorblind inquiry, then design solutions hold little promise to improve social impact on communities most affected by educational inequity. Socio-spatial inquiry offers an equity approach to inclusive outreach and authentic engagement.

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Conference Recordings

Published
July 23, 2020

2020 Annual Conference | July 2020

Education, Opportunity, and Justice in a Post-COVID World

By: Earl Lewis, Director and Founder, U-M Center for Social Solutions, University of Michigan-Ann Arbor

No institution has escaped worrying about the wellbeing of staff, students, faculty and alumni; no school has gone untouched by the economic fallout of going online or staying in place; all anticipate new costs whether instruction is online or hybrid.
Abstract: Leaders across higher education have had to confront the collision of three pandemics—health, economic, and racial. No institution has escaped worrying about the wellbeing of staff, students, faculty and alumni; no school has gone untouched by the economic fallout of going online or staying in place; all anticipate new costs whether instruction is online or hybrid. Most know they have an obligation to address racism and inequality. Where does diversity, equity, and inclusion fit in this world? Should it fit?

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Conference Recordings

Published
July 20, 2020

2020 Annual Conference | July 2020

This recording is available to conference registrants and SCUP members only.

Keynote: The Empowered University

Shared Leadership for Academic Success and Crisis Management

By: Freeman Hrabowski, University of Maryland, Baltimore County | Rick Straka (Moderator), Minnesota State University-Mankato

Freeman A. Hrabowski III has led a transformation of UMBC (University of Maryland, Baltimore County) from a young, regional institution to an innovative research university. In our opening keynote, he discusses how—by taking a hard look in the mirror, understanding strengths and weaknesses, assessing opportunities and challenges, and engaging in difficult conversations—an empowered campus can innovate in course redesign, group-based and experiential learning, entrepreneurship and civic engagement, academic inclusion, and faculty diversity.
Abstract: Freeman A. Hrabowski III has led a transformation of UMBC (University of Maryland, Baltimore County) from a young, regional institution to an innovative research university. In our opening keynote, he discusses his new book, The Empowered University, which probes the ways in which an empowering culture and shared leadership enable a campus to tackle tough issues when times are good and manage challenges when crises emerge. He discusses how—by taking a hard look in the mirror, understanding strengths and weaknesses, assessing opportunities and challenges, and engaging in difficult conversations—an empowered campus can innovate in course redesign, group-based and experiential learning, entrepreneurship and civic engagement, academic inclusion, and faculty diversity.

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Webinar Recordings

Published
July 13, 2020

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Voices from the Field: Episode #20

Opportunity Amid Disruption

By: Loren Rullman, Vice Provost, Student Affairs and Dean of Students, Grand Valley State University

Hear how Grand Valley State University’s Loren Rullman frames the changes COVID-19 brings to student life, using the word “more”—more technology, more options, more outside-the-box thinking, and more action and cultural change—as we look ahead to the transformation of campuses for fall and beyond.
Abstract: While the pandemic pivot saw institutions racing to embrace new technologies on the fly, the lasting effects of COVID-19 have given rise to a new way of planning ahead and embracing the ability to see changing requirements as opportunities. Hear how Grand Valley’s Loren Rullman frames the changes to student life with the word “more”—more technology, more options, more outside-the-box thinking, and more action and cultural change—as we look ahead to the transformation of campuses for fall and beyond.

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