Learning Resources

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.

Abstract: Student success analytics promise to dramatically improve our capacity to increase student success across the entire spectrum of the student life cycle and throughout the student experience. Institutions will move beyond institutional accountability statistics to improve performance at the level of student success processes, practices, and interventions. Ultimately, these new processes, practices, and interventions promise to enable institutions to reinvent and personalize approaches to success.
By leveraging analytics and data science, leading-edge institutions “optimize” student success for individuals and cohorts by making student success a mission-critical, overarching institutional strategy. “Student success science” is a critical ingredient in reimagining higher education. This article provides a road map for institutional leaders on how to raise their analytics IQ so that they can leverage these practices to better serve their students, improve performance, and demonstrate value.
The use of analytics is potentially a key ingredient in sense making and decision making in all aspects of institutional performance and is critical in improving student success. Enlightened higher education leaders are committing to analytics and data science that deliver active interventions that improve student success.

Abstract: Book Review of A Guide to Decision Making in Student Affairs: A Case- Study Approach, by Stanley R. Levy and Charles E. Kozoll. Charles C. Thomas, Publishers, Ltd., 1998. 178 pages. ISBN 0-398-06871-2

Abstract: Facing storms of change within and outside the academy, higher education officials have realized that major realignments are underway creating demographic, economic, political, and cultural imperatives. Quality, accountability, and institutional effectiveness have become part of the culture for stakeholders in higher education. Program directors, department chairpersons, academic deans and their associates, and academic vice presidents are anticipating continued change and are ready to respond in a timely fashion using new planning approaches and techniques.

In assembling this reader, the selection of materials was guided by a sensitivity to provide academic planners with tools to facilitate the transformation of higher education institutions from provider-centered cultures and organizations to leamer-centered franchises. Readings examine partnerships and alliances needed for higher education institutions to survive, if not lead, the transformation of society into the information age.

This book tells how planners can best situate themselves and their organizations in the emerging network of collaborative resources. It is organized into the following sections: Environmental Scanning, Curriculum Planning, Enrollment Management, Human Resources Planning, Planning for Information Technology, Student Services, Academic Planning Within the Larger Context, and Linking Quality and Accountability.

Abstract: Consortia, their impact on cooperating institutions, and critical factors in inter-institutional planning were the subject of a recent study for the United States Office of Education, directed by Harold L. Hodgkinson of the Center for Research and Development in Higher Education at the University of California at Berkeley. The critical issues, according to the study findings, are problems of reciprocity and autonomy, coordination of programs among diverse institutions, and strategies for campus involvement and leadership. The following article, by three staff members of the New Hampshire College and University Council—one of the consortia in the Hodgkinson study—is devoted to a discussion of the process of consortium decision-making, touching on the three key issues. The authors are: Lynn G. Johnson, the Council's associate director in charge of academic programs; Dr. William W. Barnard, consultant and coordinator of a two-year Cooperative Curriculum Project, and Douglas W. Lyon, coordinator of January Term Programs and communications coordinator.