Learning Resources

Abstract: Innovative leaders must promote and cultivate a data culture that informs decision making across an institution. In this session, we will discuss data strategies for capital and facilities planning that enable real-time mobile access to planning tools, automated project tracking, metrics, and building transparency in order to support the planning and execution process. Come learn about agile development of available open source tools that enable cost-effective data strategies, including automated processes, and the development and implementation of planning and execution tools.

Abstract: New dorm construction takes time and funding that often competes with the ongoing need to upgrade existing dorms. Despite limited resources, campus planning and capital programs teams are successfully doing both. Tufts University's first housing program since the 1970s is transforming the undergraduate residential experience two-fold: by rapidly increasing the on-campus bed supply in existing facilities and by renewing residential buildings. Come learn how a 2016 housing planning study that started with an inventory analysis quickly evolved into an ongoing program to add 100+ beds per year beginning in 2017.

Abstract: Capital projects are designed and built in a number of ways. Each has its strengths and weaknesses, and each prescribes different roles for the owner, architect, and builder. The question is, which way or method best fits your institution’s criteria and project? This article presents a brief outline of the most popular methods by which projects are designed and built.

Abstract: In this second of a two-part series, the author details the progression of steps needed to complete a typical capital improvement project. There are a lot of moving parts, and the article carefully explains how each must mesh to achieve a satisfactory conclusion. Educators and administrators alike will benefit from this overview of procedures that many may not be familiar with. With this guidance, even the most complex project can be accomplished effectively and efficiently.

Abstract: Challenging times continue for higher education: calls for more accountability, assessment of outcomes, evidence of institutional performance, relevance for life and careers, and student success. Integrated strategic planning and decision making in this ever-changing environment is critical for campus leadership. To maximize accountability, assessment, analytics, and accreditation, it is imperative for campus leaders to develop an integrated approach that begins with standard metrics, aligns with performance-based goals, and connects with accreditation requirements. Analytics, learning analytics, and learning management systems provide the crucial link to learning standards that support the reporting, monitoring, and improvement of student learning.

Abstract: Over the last decade, many academic institutions, from elementary schools to universities, have added academic makerspaces to their campuses. This development has enabled students and faculty to come together and collaborate, design, fabricate, and learn in shared spaces. This article describes how the creation and incorporation of academic makerspaces in a university learning ecosystem can help achieve accreditation. Specific examples are drawn from ABET’s engineering accreditation criteria. The article also explores how academic makerspaces can enhance teaching objectives and student outcomes by providing a space for learning technological skills within social contexts in interdisciplinary communities of practice.

Abstract: This article reviews 20 years of accreditation in developing economies, showing the progress made in quality assurance over this time and its impact on quality improvement. Quality assurance and accreditation are now nearly universal in the developing world, and the process is remarkably similar across countries. We see an overall congruence of goals and expectations and a growing recognition of the importance of what are seen as international standards. The process has led to significant improvements in the quality of higher education generally, a greater focus on teaching and learning, and increased public confidence in higher education as a result. Nonetheless, the quality of graduate education generally remains unacceptably low, and recognition by governments of the need to adequately fund public higher education is far too limited, with only a few exceptions.