Learning Resources

Abstract: Pedagogies, study needs, and socialization habits are changing as student bodies become more diverse. Planners and architects must respond with new, more responsive spaces to create successful facilities. In this session, we will focus on both in-depth and high-level overviews of four new projects and how they specifically address STEM students' evolving space needs, including needs particular to first-generation and underrepresented minority students. Find out what's working at Amherst College’s newly opened Science Center and discover innovative designs for types and configurations of learning spaces at several new undergraduate STEM facilities.

Abstract: In this session we will discuss the green gauges methodology, which was developed to organize complex design information within a simple structure and help institutions invest in design strategies that serve environmental and financial goals. Design and construction teams will use this methodology to communicate strategies with stakeholders early in the process and provide consistent information regarding operational energy and the resulting carbon savings. Come learn how to use the green gauges methodology at your institution and discover the cost per metric ton of avoided carbon over the operation life of a particular strategy.

Abstract: The StudentLink Center, New York University's consolidated services model, has transformed student services delivery. Our highly efficient student-centered model focuses on simplifying services by removing barriers to students. We will show how to maintain a friendly warm-touch environment that leverages technology to streamline business processes, collect data, and utilize obtained data to cross train your team and improve productivity. You will walk away from this session with an understanding of how our service model works and how data collection can serve to enhance cross-training efforts and increase productivity.

Abstract: In this session, we will demonstrate how Rutgers University aligned its development model with city planning initiatives to be a partner in urban renewal at its Camden and Newark campuses. With cities around the country struggling to effect urban renewal, Rutgers University has shown how strategic off-campus development can play a significant role in revitalizing downtown centers. Come learn how large urban academic campuses can redefine their relationship to the city by partnering in the implementation of strategic urban planning initiatives, blurring their campus boundaries, and aligning campus development with community need.

Abstract: Monroe Community College opened its new urban campus in fall 2017 through an initiative that repurposed an industrial complex into a vibrant community college steeped in town/gown relationships that provide mutual benefits. This educational facility reinvigorated a declining neighborhood and served as a catalyst for economic revitalization, urban renewal, and a unique learning community for students. In this session, you will gain insight into the relevant planning and operational steps taken to revitalize an existing facility to support student success.

Abstract: This presentation will demonstrate how an innovative new typology for student small-group living has transformed and expanded group living options, locating student housing in surprising, incongruous campus spaces. Lawrence University successfully prototyped new group housing typologies in under-utilized residential spaces, supporting its goal to be fully residential without adding campus buildings. You will learn how the expanded project team, tasked with thinking outside the box, invented a new housing typology uniquely connected to the existing campus culture and the site.

Abstract: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.

Abstract: This article describes execution of the balanced scorecard (BSC) strategic framework in a School of Nursing (SoN). The SoN strategy map was the outcome of the development phase. The two-year implementation phase incorporated balanced scorecards that linked outcome measures to the priority strategies. Thirty-two percent of the defined outcome measures were met. Factors in adopting the BSC framework included development of a strategic plan that supports the college mission and vision, improved communication within the SoN, a united effort to institute strategies to sustain the SoN’s future, and establishment of performance indicators to measure success in achieving those strategies.

Abstract: In 2009 the Arizona University System (supporting over 130,000 enrollments) through its Board of Regents directed its board president and the presidents of Arizona State University, University of Arizona, and Northern Arizona University to create an operational plan that reflected the board’s vision, goals, and strategic directions. A primary objective was to transform the system (or enterprise) vision into concrete goals and outcomes that would directly connect to financial decision making at the system and university level. The backdrop for higher education planning and budgeting expectations included the continuation of severe reductions in state funding, rapidly increasing student tuition and fees, and a call for greater accountability. The planning processes were characterized by the integration of board and presidential discussions, inclusion of constituent debate, identification of strategic choices, and approval of outcomes focused on measuring performance. The integration ran across and within three organizations or levels that included the Arizona Board of Regents, its system administration, and the three universities.

Abstract: The complexity of college pricing policies makes it difficult for students and families to understand how much they will have to pay and which colleges will fit their budgets. Colleges and universities should be able to explain their pricing and aid policies and why they have chosen them. Both financial aid and the high returns on a postsecondary education make college more affordable than most people believe. Colleges should take responsibility for clarifying this confusing issue.